GENDER-SPECIFIC APPROACHES TO TEACHING THE ENGLISH LANGUAGE



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Ruzmetova Shahodat Komiljonovna
Urgench State University, English language teacher

Abstract

Teaching English as a second or foreign language has long been an area of focus in the educational community. However, the impact of gender on language learning remains a topic of increasing interest. Research suggests that male and female students may exhibit different learning styles, preferences, and cognitive strategies, particularly when learning a language. This article explores the implications of gender-specific differences in English language teaching, offering insight into how instructors can tailor their methods to better engage male and female students. By focusing on factors such as classroom dynamics, instructional strategies, and communication preferences, educators can create more inclusive and effective language-learning environments.

Foydalangan adabiyotlar

1. Bacon, S. M., & Finnemann, M. D. (1992). Sex Differences in Self-Reported Beliefs about Foreign Language Learning and Authentic Oral and Written Input. “Language Learning”, 42(4), 471–495.
2. Ellis, R. (2008). The Study of Second Language Acquisition. Oxford University Press.
3. Ehrlich, S. (1997). Gender as Social Practice: Implications for Second Language Acquisition. “Studies in Second Language Acquisition”, 19(4), 421–446.
4. Halpern, D. F. (2012). “Sex Differences in Cognitive Abilities”. Psychology Press.
5. Oxford, R. L. (1994). Gender Differences in Language Learning Styles: What Do They Mean? In “Language Learning Styles and Strategies”.

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Issue

Research Focus International Scientific Journal 3 (9)

Bo'lim

13.00.00 – Pedagogical sciences

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