Authors :
LEAN BERNARDO-GREGORIO; JONELSON CAMACHO-ESCANDALLO; ELEALEH GAID-SUAN
Volume/Issue :
Volume 6 - 2021, Issue 7 - July
Google Scholar :
http://bitly.ws/9nMw
Scribd :
https://bit.ly/3iYmrEh
Abstract :
In the light of gender language analysis, this qualitative inquiry explored the comparison of male and female
language learners, the ways on how male and female language learners present their ideas, and the insights of these
learners on the power of language to represent a gender. Seven SHS students in a certain public school were interviewed
while another seven for the focus group discussion. Corpus-based analysis, in- depth interview, focus group discussion,
transcription translation, intensive review of related literature and thematic analysis were used to gather and validate
data. Differences in linguistic features such as intensifiers, tag questions, rising questions on declarative, and adjectives
were found in the essays. It was also found out that male learners are direct, present brief and concise ideas, and use
personal experiences in presenting their ideas, however, female learners use lengthy sentences, emotional, address the
subjects personally, and poetic in expressing their thoughts. Moreover, male learners had viewed that language must be
used neutrally, language has a power to support a stand and a form of one’s expression. Nevertheless, female learners
perceived that language rejected the idea of gender-bias, frees oneself, and believed that gender fairness should be
promoted in language use. Further it was recommended to know the different writing styles of our students most
especially that gender was one of the factors to be considered in the written output of our students
Keywords :
MAED-Teaching English, Comparative Analysis, Gender, Linguistic Representation, Philippines.
In the light of gender language analysis, this qualitative inquiry explored the comparison of male and female
language learners, the ways on how male and female language learners present their ideas, and the insights of these
learners on the power of language to represent a gender. Seven SHS students in a certain public school were interviewed
while another seven for the focus group discussion. Corpus-based analysis, in- depth interview, focus group discussion,
transcription translation, intensive review of related literature and thematic analysis were used to gather and validate
data. Differences in linguistic features such as intensifiers, tag questions, rising questions on declarative, and adjectives
were found in the essays. It was also found out that male learners are direct, present brief and concise ideas, and use
personal experiences in presenting their ideas, however, female learners use lengthy sentences, emotional, address the
subjects personally, and poetic in expressing their thoughts. Moreover, male learners had viewed that language must be
used neutrally, language has a power to support a stand and a form of one’s expression. Nevertheless, female learners
perceived that language rejected the idea of gender-bias, frees oneself, and believed that gender fairness should be
promoted in language use. Further it was recommended to know the different writing styles of our students most
especially that gender was one of the factors to be considered in the written output of our students
Keywords :
MAED-Teaching English, Comparative Analysis, Gender, Linguistic Representation, Philippines.
