Examining Gender-based Variability in Task-prompted, Monologic L2 Oral Performance

| September 28, 2007
Examining Gender-based Variability in Task-prompted, Monologic L2 Oral Performance

Keywords: gender, task, variability, fluency, complexity, accuracy

Massoud Rahimpour & Massoud Yaghoubi-Notash
University of Tabriz, Iran

Bio Data
Massoud Rahimpour is an associate Professor holding M.A in teaching English from the University of Oklahoma City in USA and Ph. D in applied linguistics from The University of Queensland in Australia. He lectures in the areas of SLA, syllabus design and TESOL methodology at the University of Tabriz. Dr. Rahimpour has presented and published papers in international conferences and journals. He has also supervised many M.A and Ph. D theses.

Massoud Yaghoubi-Notash is a PhD candidate in Teaching English as a Foreign Language (TEFL) at The University of Tabriz. He is currently at the completion stage of his Ph.D thesis. Mr. Yaghoubi-Notash also teaches ESP and undergraduate courses at The University of Tabriz. He has presented papers at several conferences.

With an awakening of interest in gender, a wide array of potentials has emerged for research, theory and practice in SLA. The present study examined the monologic oral performance of 20 male vs. 20 female Iranian EFL learners on a participant -rated LCIT ( least culturally inhibiting topic) vs. a participant-rated MCIT ( most culturally inhibiting topic), addressed to a male vs. a female teacher. Performance was rated in terms of fluency, complexity, and accuracy. 2 ´2 ´2 Repeated Measure Mixed Factorial ANOVA revealed the following results: a) fluency varied significantly due to gender, and topic separately, b) complexity significantly varied due to topic, and c) accuracy demonstrated significant statistical difference regarding teacher gender, participant gender, and the interaction of the two. Topic also influenced variability, and finally the interaction of all the three variables, i.e. teacher gender, participant gender, and topic significantly influenced accuracy of participants speech. Implications of the study are discussed.

See pages 156-179

Download PDF


Category: Main Editions, Volume 9 Issue 3