讲稿2毕业论文结构模式.doc

毕 业 论 文学生姓名学 号院 (系)外国语学院专 业英语（师范）题 目指导教师 （姓 名） （专业技术职称/学位）20年月The English Title of the ThesisByWriters Name A Thesis Submitted toSchool of Foreign LanguagesIn Partial Fulfillment of the RequirementsFor the Degree of B.A. in EnglishAt Huaiyin Normal UniversityUnder the Supervision of Supervisors NameMonth Year15淮阴师范学院本科生毕业论文（设计）AcknowledgementsThis thesis involves much generous assistance from my teachers, friends and parents. I would like to offer my heartfelt thanks to Professor Zhang Xiuguo, my supervisor, who has been giving me the considerable academic help and constant support during my thesis writing. I also extend my heartfelt appreciations to all of my friends and especially, my classmate Fei Xiusong, who has spent time discussing questions with me and offered me kind advice about the thesis. And I would like to thank the librarians of Huaiyin Teachers College, who have provided me with useful references needed in my thesis.Finally, I would like to present sincere thanks to my parents, who have supported and assisted me all the way in my college life.Abstract This thesis is based on the studies of second language acquisition and many current motivation theories. From the viewpoints of linguistics, physiology, psychology, sociology and education, it analyzes the gender differences in college English education in China, and reveals the deficiency of gender quality in education. In order to make up for the deficiency, the thesis discusses and puts forward some feasible strategies in education policies, public opinions and other teaching materials, classroom atmosphere and so on, which can be used to implement gender equality. This thesis aims at ameliorating the actual state of gender differences in college education, promoting the gender equality in education, and achieving the harmonious development of the whole society.Key words college English education gender differences teaching by gender gender equality摘 要 本文是以第二语言习得研究的理论为基础，并综合当前诸多的动机理论研究成果，从语言学、生理学、心理学、社会学和教育学的角度分析了我国高校英语教育的性别差异现象及其原因和影响，揭示了性别平等在我国教育中的缺失。针对如何弥补这一缺失，文章探讨并提出了在教育政策 、社会舆论、教材教学和课堂组织等多方面实施性别平等的措施。本文的目的是改善我国高校教育的性别差异现象，实现教育的性别平等，社会的和谐发展。 关键词 高校英语教育，性别差异，因性施教，性别平等Contents1. Introduction12. Literature Review13. Analysis of Gender Differences in College English Education in China23.1 The phenomena of gender differences23.1.1 Female students are more than male students in English department23.1.2 Female students get higher achievement than male students in English learning33.2 Analysis of the factors in gender differences33.2.1 Physiological gender differences in language learners43.2.2 Emotional and psychological gender differences in language learners43.2.3 The influence of family education53.2 4 The influence of school education63.2.5 The influence of traditional society84. Enlightenment of Gender Differences in College English Education84.1 Influence caused by gender differences in college English education94.2 Revealing gender inequality in education in China95. Synthetic Ways to Achieve Gender Equality in Education105.1 Enact education policies105.1.1 Incorporate gender equality into school education105.1.2 Incorporate gender equality into college and university admission policies105.2 Incorporate gender equality into textbooks115.3 Teaching by gender115.3.1 Changing gender stereotypes by teachers115.3.2 Classroom teaching by teachers126. Conclusion13Works Cited141. IntroductionGender equality means men and women having the same rights and obligations, and everyone having the same opportunities in society. Gender equality is also about justice and about sharing responsibilities, both in the family and society. If gender prevents us from seeing the individuals strengths and weaknesses, this can lead to discrimination and limited opportunities for the individual. Officially, the Chinese government is committed to the principle of equality between the sexes. However, at present, the gender differences in college English teaching are increasing. Especially for English majors, female students are far more than male students, and also show superior ability to male students in both exams and class performance. Why do gender differences work on education? It can be rooted in physiological, psychological and social factors. What result will be brought by the special “inequality”, which appears in such a particular egalitarian education system? Many male university students are not good at English and most English majors are female, which may lead to an unbalanced division of labor.In view of this situation, this thesis aims at appealing for peoples attention toward the fact of gender differences in college English education, especially gender inequality in education, and seeking practical measures to solve these problems to achieve real equality of the whole society.2. Literature ReviewBelonging to physiological and social factors, gender is one of important factors that influence the effects in college English learning. M. Mider finds that females language ability is superior to male in almost all cultural backgrounds (qtd. in Zhou 87). J. Boyle reports on a study of 490 (257 male and 233 female) Chinese university students in Hong Kong (Boyle 273-84). The female students achieved higher overall means on tests of general L2 (second language) English proficiency. In many cases the differences were significant. Chinese scholars, like Yang Chaomei, Zhang Bin and Du Cuiqin, whose data analysis and quantitative study also have confirmed that among English majors, female students do much better than male students. So, we can obviously find gender differences in English learning (Yang 59; Zhang 127). Gender differences in college English education will bring many negative effects. Shen Qiqi, together with his colleagues, have pointed out that among English majors, female students are far more than male students. And they put forward that in current higher education, it is lack of some interrelated researches and the theories of gender equality in education, so that the pedagogical students cant get rid of bias and stereotypes in subjects, so as to affect their future teaching efficiency (Shen 73-8).To sum up, most of the above researches have studied English learning or English education with gender differences, but they dont study further about the phenomenon. Gender differences and gender inequality in college English education still remain to be explored. 3. Analysis of Gender Differences in College English Education in ChinaForeign language learning is a very complex process. As early as in 1920s, some scholars held that there could be gender differences in early language development (Han 101). Today, some Western scholars find that female students have showed superior language ability to male students. And they believe that there are many reasons for such gender differences.3.1 The phenomena of gender differencesGender has always been an important issue in the investigation of academic achievement. In general, the majority of people have a stereotypical impression that male students outperform female students in mathematics and science, and female students have a better performance in language. So language is always regarded as girls subject. 3.1.1 Female students are more than male students in English department“Whats your major?” is certainly a question college students get asked a lot. The next time you are in a group and that question comes up, compare the responses of the male students with those of the female students. Changes are, you will discover an interesting pattern, for as investigation (percentage of Bachelors Degrees conferred by U.S. institutions of higher education to women in selected fields of study, 1993-1994) shows, men and women continue to be concentrated in very different fields of study. More male students pursue degrees in engineering, computer science, philosophy and religion, architecture, and the physical sciences. Female students are heavily concentrated in nursing, library science, social work, psychology, home economics and education. And there are more than 70 percent of bachelors degrees in field of foreign language conferred to women (Claire and Daniel 101). Gender difference is not only in English learning achievement, but also in the number of male students and female students in college English majors. College English is the most typical subject on which gender differences reveal. English seems to become a feminized subject. Shen Qiqi pointed that the English education students, in her school, with the average enrollment ratio of girls 95% and boys 5%. The foreign language and literature department of Huaiyin Teachers College accounts for less than 17% boys in recent years. In English majors, women outnumbering men has become a common phenomenon (Shen 74).3.1.2 Female students get higher achievement than male students in English learningAt present, the gender distinction in college English teaching is increasing. Especially for English majors, female students are far more than male students, and also show superior ability to male students in both exams and class performance. With the promotion of English as the world language, China has attached much more importance to English education. English ability becomes a basic skill that each college student should master. To prove the existence of gender differences in English learners, Yang Chaomei worked out a sample survey table on an English examination of 254 non-English majors. According to the statistics, the girls are more excellent than the boys (Yang 58). Another research is about survey results of 937 non-English major students in CET - 4 and CET - 6, which shows more female students pass than male students do. According to the above data and surveys, in English teaching in Chinese universities, the gender distinction that female students outperform male students is apparent (Zhou 87). 3.2 Analysis of the factors in gender differencesWomen, therefore, nearly always outstrip males in the standard of their speech and use of prestige forms, and yet they also tend to be in the forefront of linguistic change. This can be explained by positing that women are more sensitive to new forms and more likely to incorporate them into their speech, but, when they become aware of the change, they are inclined to reject them. Men, on the other hand, may be less sensitive to new forms but once they have started to use them they are less likely to reject them, perhaps because they are less likely to notice them. Both principles suggest that women might be better at L2 learning than men; they are likely to be more open to new linguistic forms in the L2 input and they will be more likely to rid themselves of interlanguage forms that deviate from target-language norms (Ellis 202). There was another study that sex had “a profound choice on strategy choice” in their study of university students learning foreign languages (Oxford and Nyikos 291-300). The results tend to bear out previous studies of male-female language differences.3.2.1 Physiological gender differences in language learnersThe brain is divided into two halves or hemispheres, the right one and the left one. In the late 1960s, Dr. Roger Sperry and his colleagues, working with a group of patients suffering from severe epileptic seizures, discovered that each hemisphere appear to “specialize” in certain functions or tasks (1223-26). This specialization is referred to as hemispheric asymmetry or brain literalization. The left-brain hemisphere (which controls the right side of the body) is responsible, among other things, for language, whereas the right-brain hemisphere (which controls the left side of the body) is thought to handle such functions as emotions. In working with patients suffering from strokes, other researchers found that women tend to recover more quickly than men and show less profound impairment from brain damage. It was hypothesized that the reason for this difference may be that men are more literalized than womenthat is, they are more dependent on one hemisphere of their brains to complete certain tasks, whereas women draw on both hemispheres (Claire and Daniel 45).In practical terms in terms of mens and womens everyday lives and interactionswhat do these findings mean? One researcher suggests that the sex difference in brain literalization may account for why women have an easier time expressing emotions; there is connection and cross talk between the two halves of their brains, one of which controls speech and the other emotion (Blum 135). This theory, though, remains untested and is complicated by the fact that other structures of the brain also play a role in emotional expressing. Others speculate that the brain differences weve discussed explain why women outperform men on tests of verbal ability, while men outperform women on tests of spatial ability. To sum up, females left hemisphere dominance endows them with a keener sense of heating, more fluent and clearer speech articulation. Besides, the earlier development of the left hemisphere in female facilitates their verbal development. 3.2.2 Emotional and psychological gender differences in language learnersIn SLA (second language acquisition), researchers have found some evidence implying the existence of gender differences in motivation and attitudes (e.g., Bacon and Finnemann 471-95; Gardner and Lambert 130-33). However, most of the research in mainstream psychology mentioned earlier was carried out with elementary school students or adolescents studying in their native language. But if the same patterns apply to university students studying English, one still might assume that females have higher self-perception for and/or attach greater value to English. As a matter of fact, this assumption is congruent with findings of some foreign language studies that indicate greater motivation and more favourable attitudes in female students.A number of studies suggest that female have more positive attitudes to learning L2 than males. Burstall notes that low-achieving boys tended to drop French to a significantly greater extent than low-achieving girls from the age of 13 onwards. Furthermore, the girls displayed consistently more favourable attitudes towards learning French than the boys did (117). Gardner and Lambert also report that female learners of L2 French in Canada were more motivated than male learners and also had more positive attitudes towards speakers of the target language (133).Following the general trend in motivational research in second language learning, many researchers focused on the instrumental and integrative types of motivation first proposed by Gardner and Lambert in 1972. Those researchers also found female students have greater motivation and more positive attitudes toward studying a foreign language than male students, although the distinction between instrumental and integrative motivation in these studies was found to be ambiguous. Other studies suggest that women tackle the task of learning an L2 differently from men. The research on sex differences in interactions involving learners concluded that men use the opportunities to interact to produce more output, whereas women use it to obtain more input (Gass and Varonis 327-51). Clearer evidence for sex differences comes from self-report studies of the strategies learners use. Bacon found that men reported using translation strategies more than women, while the women reported monitoring their comprehension more (Bacon 160-78). It was found that women reported greater use of a “private/non-oral mode” in language learning than men (for example, they relied on their L1 to make the L2 meaningful, rehearsing in their heads before they spoke and guessing at what might be going on). It is not clear, however, whether such questionnaires reflect the actual practices learners follow or their ideas about what constitutes socially appropriate answers (Bacon and Finnemann 471-95).3.2.3 The influence of family educationParents may play an active role by monitoring their childrens curricular activities. Parents usually take different approaches to bring-up babies. Adults are used to talking with girl babies but stroking boy babies. They expect girls to be more obedient, thoughtful, sweet, gentle and kind; and boys to be more courageous, strong-willed and desire for knowledge. Therefore, parents usually teach their children in different ways by gender. Even in the division of labor in household, they tend to give boys and girls different expectations. They may also play a more indirect role by modeling attitudes conducive to successful language learning. A number of studies have found a positive relationship between parental encouragement and achievement in L2 learning. Gardner argues that parents influence on proficiency is through the students motivation (qtd. in Ellis 228). Parents also have gender awareness in career planning for their children. They expect girls to get a relaxed, stable, decent clerical job, such as a teacher, a secretary, an interpreter, etc. These jobs generally have a higher demand for foreign language capabilities. So women will consciously work hard with English learning to get a good job and a sense of achievement. Boys are expected to be engineers, scientific and technological workers, military officers, civil servants, businessmen and other bold and ambitious future careers. Meanwhile, we should recognize that the parents different gender thoughts about children due to the ideological influence of traditional society. 3.2 4