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Gender and Classroom Interaction: Examining A Female and A Male Teacher’s Moves Directed Towards Female and Male Students in Two EFL Classrooms in Turkey

Year 2014, Volume: 31 Issue: 1, 59 - 80, 16.02.2016

Abstract

This article examines a female teacher’s and a male teacher’s interactions with female and male students in English as a Foreign Language (EFL) classrooms. Lessons in two EFL classrooms in the preparatory school of a state university in Turkey, one classroom with a female teacher and the other with a male teacher, were observed and video-taped for two months. The lessons were transcribed and analysed using an adaptation of Sinclair and Coulthard’s (1975, 1992) Classroom Discourse Analysis Model. The findings of the study showed that in general there was not an equal distribution between teachers’ moves, both academic and nonacademic, directed to female and male students in either classroom. The results of the study are discussed in reference to relevant literature on gender and classroom interaction and the authors draw attention to pedagogical implications.

References

  • Alcón, E. (1994). The role of participation and gender in non-native speakers’ classroom interaction. Working Papers on Language, Gender and Sexism, 4 (1), 51–68.
  • Aukrust, V.G. (2008). Boys’ and girls’ conversational participation across four grade levels in Norwegian classrooms: Taking the floor or being given the floor? Gender and Education, 20 (3), 237–252.
  • Bacon, S., & M. Finnemann. (1992). Sex differences in self-reported beliefs about foreign- language learning and authentic oral and written input. Language Learning 42 (4), 471– 495.
  • Bağ, E. (2012). Gender representation in EFL textbooks in Turkey: A follow-up to the 2008 study. Paper presented at the 56th Annual Conference of the Comparative and International Education Society, April 22-27, 2012, San Juan, Puerto Rico.
  • Bağ, E., & Bayyurt, B. (2008). Gender representation in foreign language textbooks in Turkey. Paper presented at the 5th International ELT Research Conference Çanakkale Onsekiz Mart University (ÇOMÜ), May 23-25, 2008, Çanakkale, Turkey.
  • Bayyurt, Y. (1999). Research report: The analysis of the interactional strategies of female and male university students in an EFL setting. Supported by The Commission of Boğaziçi University Scientific Research Projects, Project Number: 99HD601.
  • Bayyurt, Y., & Litosseliti, L. (2006). Gender and language in education. In L. Litosseliti (ed.), Gender and language: Theory and practice, 73 –89. London: Hodder Arnold.
  • Bennett, R.E., Gottesman, R.L., Rock, D.A., & Cerullo, F. (1993). Influence of behavior perceptions and gender on teachers' judgments of students' academic skill. Journal of Educational Psychology 85 (2), 347– 356.
  • Brady, K.L.,& Eisler, R.M. (1999). Sex and gender in the college classroom: A quantitative analysis of faculty-student interactions and perceptions. Journal of Educational Psychology, 91 (1), 127 –145.
  • Brandell, G., & Staberg, E. (2008). Mathematics: A female, male or gender-neutral domain? A study of attitudes among students at secondary level. Gender and Education 20 (5), 495–509.
  • Burnett, P.C. (2002). Teacher praise and feedback and students’ perceptions of the classroom environment. Educational Psychology, 22 (1), 5–16.
  • Carr, J., & Pauwels, A. (2006). Boys and foreign language learning: Real boys don't do languages. New York: Palgrave Macmillan.
  • Chen, E.S. L., &Rao, N. (2011). Gender socialization in Chinese kindergartens: Teachers’ contributions. Sex Roles 64, 103–116.
  • Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students’ responses. International Journal of Science Education 28 (11), 1315 –1346.
  • Clarricoates, K. (1983). Classroom interaction. In J. Whyld (ed.) Sexism in the secondary curriculum, 46 –61. New York: Harper and Row.
  • Coulthard, M., & Brazil, D. (1992). Exchange structure. In M. Coulthard (ed.), Advances in spoken discourse analysis, 50 –78. London: Routledge.
  • Cullen, R. (2002). Supportive teacher talk: The importance of the F-move. ELT Journal 56 (2), 117–127.
  • Dancy, T.E. (2011). Colleges in the making of manhood and masculinity: Gendered perspectives on African American males. Gender and education 23 (4), 477– 495.
  • Dayıoğlu, M., & Türüt-Aşık, S. (2007). Gender differences in academic performance in a large public university in Turkey. Higher Education 53 (2), 255 – 277.
  • Diktaş, M. (2010). A Comparative study of textbooks designed by Ministry of Education of Turkey and non-Turkish publishers. MA thesis, Maltepe University, Istanbul.
  • Duffy, J., Warren, K., & Walsh, M. (2001). Classroom interactions: Gender of teacher, gender of student, and classroom subject. Sex Roles 45 (9/10), 579 –593.
  • Erden, F.T. (2009). Course on gender equity in education: Does it affect gender role attitudes of pre-service teachers? Teaching and Teacher Education 25(3), 409– 414
  • Farooq, M.U. (2000). Examining a male teacher’s attention in a mixed-sex EFL Japanese high school classroom based on the Sinclair-Coulthard model. Unpublished MA thesis, University of Birmingham.
  • French, J., & French, P. (1984). Gender imbalance in the primary classroom: An interactional account. Educational Research 26 (2), 127–36.
  • Gass, S., & Varonis, E. (1986). Sex differences in NNS/NNS interactions. In R. Day (ed.), Talking to learn: Conversation in second language acquisition, 327–351. New York: Newbury House.
  • Good, T., Sikes, N., & Brophy, J. (1973). Effects of teacher sex and student sex on classroom interaction. Journal of Educational Psychology 65(1), 74–87.
  • Gök, F., Özdoğru, A.A., & Erdoğan, N. (2002). Content analysis for gender bias in Turkish elementary school textbooks.From http://www.albany.edu/eqre/papers/ 39EQRE.pdf.
  • Gömleksiz, M.N. (2012). Elementary school students’ perceptions of the new science and technology curriculum by gender. Educational Technology and Society 15(1), 116– 126.
  • Green, J., & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly 29(2), 261–297.
  • Guimond, S. & Roussel, L. (2001). Bragging about one’s school grades: Gender stereotyping and students’ perception of their abilities in science, mathematics, and language. Social Psychology of Education 4, 275–293.
  • Gümüşoğlu, F. (1996). Ders kitaplarında cinsiyetçilik (1928-1995) (Sexism in textbooks (1928- 1995). İstanbul: Kaynak Yayınları.
  • Hattie, J., & Timperley, H.. (2007). The power of feedback. Review of Educational Research 77(1), 81–112.
  • Hewings, M. (1992). Intonation and feedback in the EFL classroom. In M. Coulthard (ed.), Advances in spoken discourse analysis, , 183–196. London: Routledge.
  • Jones, M.A., Kitetu, C., & Sunderland, J. (1997). Discourse roles, gender and language textbook dialogues: Who learns what from John and Sally? Gender and Education 9(4), 469– 490.
  • Jones, S., & Dindia, K. (2004). A meta-analytic perspective on sex equity in the classroom. Review of Educational Research 74 (4), 443–471.
  • Jones, M.G., & Wheatley, J. (1990). Gender differences in teacher-student interactions in science classrooms. Journal of Research in Science Teaching 27(9), 861– 874.
  • Kelly, A. (1988). Gender differences in teacher-pupil interactions: A meta-analytic review. Research in Education 39, 1–23.
  • Kim, Y.K., & Sax, L.J. (2009). Student–faculty interaction in research universities: Differences by student gender, race, social class, and first-generation status. Research in Higher Education 50(5), 437–459.
  • Koca, C. (2009). Gender interaction in co-ed physical education: A study in Turkey. Adolescence, 44: 173. Proquest, 165–185.
  • Litosseliti, L. (2006). Gender and language: Theory and practice. London: Hodder Arnold.
  • Lynch, I., & Nowosenetz, T. (2009). An exploratory study of students' constructions of gender in science, engineering and technology. Gender and Education 21(5), 567–581
  • Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition 28(2), 269–300.
  • Mackey, A. (2006). Feedback, noticing and second language development: An empirical study of L2 classroom interaction. Applied Linguistics 27 (3), 405–430.
  • Merrett, F., & Wheldall, K. (1992). Teachers’ use of praise and reprimands to boys and girls, Educational Review 44(1), 73–79.
  • O’Loughlin, K. (2002). The impact of gender in oral proficiency testing. Language Testing 19(2), 169–192.
  • O’Sullivan, B. (2000). Exploring gender and oral proficiency interview performance. System 28(3), 373–386.
  • Oxford, R. (1994). ‘La difference continue …’: Gender differences in second/foreign language learning styles and strategies. In J. Sunderland (ed.), Exploring gender: Questions and implications for English language education, 140–147. Hemel Hempstead: Prentice Hall.
  • Porreca, K. (1984). Sexism in current ESL textbooks. TESOL Quarterly, 18(4), 705– 724.
  • Poulou, S. (1997). Sexism in the discourse roles of textbook dialogues. Language Learning Journal 15(1), 68–73.
  • Reay, D. (2001). Spice girls, 'nice girls', 'girlies' and tomboys: Gender discourses, girls' cultures and femininities in the primary classroom. Gender and Education 13(2), 153-166.
  • Sadker, M., Sadker, D., & Klein, S. (1991). The issue of gender in elementary and secondary education. Review of Research in Education, 17, 269–334.
  • Salisbury, J., Rees, G., & Gorard, S. (1999). Accounting for the differential attainment of boys and girls at school. School Leadership and Management 19(4), 403– 426.
  • Sax, L.J., & Harper, C.E. (2007). Origins of the gender gap: Pre-college and college influences on differences between men and women. Research in Higher Education 48(6), 669–694.
  • She, H. (2000). The interplay of a biology teacher's beliefs, teaching practices and gender-based student-teacher classroom interaction. Educational Research 42(1), 100–111.
  • Sinclair, J., & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.
  • Sinclair, J., & Coulthard, M. (1992). Towards an analysis of discourse. In M. Coulthard (ed.), Advances in spoken discourse analysis, 1–34. London: Routledge.
  • Sivaslıgil, P. (2006). Gender ideology in 6th, 7th, and 8th grade course books published by the Turkish Ministry of National Education. Unpublished MA thesis, Çukurova University, Adana, Turkey.
  • Spender, D. (1982). Invisible women: The schooling scandal. London: Writers and Readers Publishing.
  • Spender, D. (1998). Man made language. London: Pandora.
  • Stake, J.E., & Katz, J.F. (1982). Teacher-pupil relationships in the elementary school classroom: Teacher-gender and pupil-gender differences. American Educational Research Journal 19(3), 465–471.
  • Sunderland, J. (1994). Differential teacher treatment-by-gender in the EFL classroom: Using ex-participants’ perspectives. In J. Sunderland (ed.), Exploring gender: Questions and implications for English language education, 148–153. London: Prentice Hall.
  • Sunderland, J. (1996). Gendered discourse in the foreign language classroom: Teacherstudent and student-teacher talk, and the social construction of children's femininities and masculinities. Unpublished doctoral dissertation. University of Lancaster, England.
  • Sunderland J. (1998). Girls being quiet: A problem for foreign language classrooms? Language Teaching Research 2(1), 48–62.
  • Sunderland, J. (2000). New understandings of gender and language classroom research: texts, teacher talk and student talk. Language Teaching Research 4(2), 149– 173.
  • Sunderland, J., Cowley, M., Abdul Rahim, F., Leontzakou, C., & Shattuck, J. (2002). From representation towards discursive practices: Gender in the foreign language textbook revisited. In L. Litosseliti and J. Sunderland (eds.), Gender Identity and Discourse Analysis, 233–255. Philadelphia: John Benjamins.
  • Sunkar-Koçoğlu, Z. (1997). Sex-based differences in the conversational behaviours of Turkish EFL students: An analysis of communication strategies. Unpublished MA thesis, Boğaziçi University, Istanbul
  • Swann, J. (1992). Girls, boys and language. Oxford: Blackwell.
  • Swann, J, .&Graddol, D. (1988). Gender inequalities in classroom talk. English in Education 22(1), 48–65.
  • Swiatek, M.A., Lupkowski-Shoplik, A., & O'Donoghue, C. (2000). Gender differences in above-level explore scores of gifted third through sixth graders. Journal of Educational Psychology 92(4), 718–723.
  • Teixeira, A.B.M., Villani, C.E., & Nascimento, S.S.D. (2008). Exploring modes of communication among pupils in Brazil: Gender issues in academic performance. Gender and Education 20(4), 387–398.
  • Tercanlioglu, L. (2004). Exploring gender effect on adult foreign language learning strategies. Issues in Educational Research 14(2), 181–193. http://www.iier.org.au/iier14/ tercanlioglu.html
  • Tercanlıoğlu, L. (2005). Pre-service EFL teachers’ beliefs about foreign language learning and how they relate to gender. Electronic Journal of Research in Educational Psychology 3(1), 154–162.
  • Yepez, M.E. (1994). An observation of gender-specific teacher behaviour in the ESL classroom. Sex Roles 30(1/2), 121–133.
  • Younger, M., & Warrington, M. (1996). Differential achievement of girls and boys at GCSE: Some observations from the perspective of one school, British Journal of Sociology of Education 17, 299–314.
  • Younger, M., &Warrington, M., & Williams, J. (1999). The gender gap and classroom interactions: reality and rhetoric? British Journal of Sociology of Education 20(3), 325–341.
Year 2014, Volume: 31 Issue: 1, 59 - 80, 16.02.2016

Abstract

References

  • Alcón, E. (1994). The role of participation and gender in non-native speakers’ classroom interaction. Working Papers on Language, Gender and Sexism, 4 (1), 51–68.
  • Aukrust, V.G. (2008). Boys’ and girls’ conversational participation across four grade levels in Norwegian classrooms: Taking the floor or being given the floor? Gender and Education, 20 (3), 237–252.
  • Bacon, S., & M. Finnemann. (1992). Sex differences in self-reported beliefs about foreign- language learning and authentic oral and written input. Language Learning 42 (4), 471– 495.
  • Bağ, E. (2012). Gender representation in EFL textbooks in Turkey: A follow-up to the 2008 study. Paper presented at the 56th Annual Conference of the Comparative and International Education Society, April 22-27, 2012, San Juan, Puerto Rico.
  • Bağ, E., & Bayyurt, B. (2008). Gender representation in foreign language textbooks in Turkey. Paper presented at the 5th International ELT Research Conference Çanakkale Onsekiz Mart University (ÇOMÜ), May 23-25, 2008, Çanakkale, Turkey.
  • Bayyurt, Y. (1999). Research report: The analysis of the interactional strategies of female and male university students in an EFL setting. Supported by The Commission of Boğaziçi University Scientific Research Projects, Project Number: 99HD601.
  • Bayyurt, Y., & Litosseliti, L. (2006). Gender and language in education. In L. Litosseliti (ed.), Gender and language: Theory and practice, 73 –89. London: Hodder Arnold.
  • Bennett, R.E., Gottesman, R.L., Rock, D.A., & Cerullo, F. (1993). Influence of behavior perceptions and gender on teachers' judgments of students' academic skill. Journal of Educational Psychology 85 (2), 347– 356.
  • Brady, K.L.,& Eisler, R.M. (1999). Sex and gender in the college classroom: A quantitative analysis of faculty-student interactions and perceptions. Journal of Educational Psychology, 91 (1), 127 –145.
  • Brandell, G., & Staberg, E. (2008). Mathematics: A female, male or gender-neutral domain? A study of attitudes among students at secondary level. Gender and Education 20 (5), 495–509.
  • Burnett, P.C. (2002). Teacher praise and feedback and students’ perceptions of the classroom environment. Educational Psychology, 22 (1), 5–16.
  • Carr, J., & Pauwels, A. (2006). Boys and foreign language learning: Real boys don't do languages. New York: Palgrave Macmillan.
  • Chen, E.S. L., &Rao, N. (2011). Gender socialization in Chinese kindergartens: Teachers’ contributions. Sex Roles 64, 103–116.
  • Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students’ responses. International Journal of Science Education 28 (11), 1315 –1346.
  • Clarricoates, K. (1983). Classroom interaction. In J. Whyld (ed.) Sexism in the secondary curriculum, 46 –61. New York: Harper and Row.
  • Coulthard, M., & Brazil, D. (1992). Exchange structure. In M. Coulthard (ed.), Advances in spoken discourse analysis, 50 –78. London: Routledge.
  • Cullen, R. (2002). Supportive teacher talk: The importance of the F-move. ELT Journal 56 (2), 117–127.
  • Dancy, T.E. (2011). Colleges in the making of manhood and masculinity: Gendered perspectives on African American males. Gender and education 23 (4), 477– 495.
  • Dayıoğlu, M., & Türüt-Aşık, S. (2007). Gender differences in academic performance in a large public university in Turkey. Higher Education 53 (2), 255 – 277.
  • Diktaş, M. (2010). A Comparative study of textbooks designed by Ministry of Education of Turkey and non-Turkish publishers. MA thesis, Maltepe University, Istanbul.
  • Duffy, J., Warren, K., & Walsh, M. (2001). Classroom interactions: Gender of teacher, gender of student, and classroom subject. Sex Roles 45 (9/10), 579 –593.
  • Erden, F.T. (2009). Course on gender equity in education: Does it affect gender role attitudes of pre-service teachers? Teaching and Teacher Education 25(3), 409– 414
  • Farooq, M.U. (2000). Examining a male teacher’s attention in a mixed-sex EFL Japanese high school classroom based on the Sinclair-Coulthard model. Unpublished MA thesis, University of Birmingham.
  • French, J., & French, P. (1984). Gender imbalance in the primary classroom: An interactional account. Educational Research 26 (2), 127–36.
  • Gass, S., & Varonis, E. (1986). Sex differences in NNS/NNS interactions. In R. Day (ed.), Talking to learn: Conversation in second language acquisition, 327–351. New York: Newbury House.
  • Good, T., Sikes, N., & Brophy, J. (1973). Effects of teacher sex and student sex on classroom interaction. Journal of Educational Psychology 65(1), 74–87.
  • Gök, F., Özdoğru, A.A., & Erdoğan, N. (2002). Content analysis for gender bias in Turkish elementary school textbooks.From http://www.albany.edu/eqre/papers/ 39EQRE.pdf.
  • Gömleksiz, M.N. (2012). Elementary school students’ perceptions of the new science and technology curriculum by gender. Educational Technology and Society 15(1), 116– 126.
  • Green, J., & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly 29(2), 261–297.
  • Guimond, S. & Roussel, L. (2001). Bragging about one’s school grades: Gender stereotyping and students’ perception of their abilities in science, mathematics, and language. Social Psychology of Education 4, 275–293.
  • Gümüşoğlu, F. (1996). Ders kitaplarında cinsiyetçilik (1928-1995) (Sexism in textbooks (1928- 1995). İstanbul: Kaynak Yayınları.
  • Hattie, J., & Timperley, H.. (2007). The power of feedback. Review of Educational Research 77(1), 81–112.
  • Hewings, M. (1992). Intonation and feedback in the EFL classroom. In M. Coulthard (ed.), Advances in spoken discourse analysis, , 183–196. London: Routledge.
  • Jones, M.A., Kitetu, C., & Sunderland, J. (1997). Discourse roles, gender and language textbook dialogues: Who learns what from John and Sally? Gender and Education 9(4), 469– 490.
  • Jones, S., & Dindia, K. (2004). A meta-analytic perspective on sex equity in the classroom. Review of Educational Research 74 (4), 443–471.
  • Jones, M.G., & Wheatley, J. (1990). Gender differences in teacher-student interactions in science classrooms. Journal of Research in Science Teaching 27(9), 861– 874.
  • Kelly, A. (1988). Gender differences in teacher-pupil interactions: A meta-analytic review. Research in Education 39, 1–23.
  • Kim, Y.K., & Sax, L.J. (2009). Student–faculty interaction in research universities: Differences by student gender, race, social class, and first-generation status. Research in Higher Education 50(5), 437–459.
  • Koca, C. (2009). Gender interaction in co-ed physical education: A study in Turkey. Adolescence, 44: 173. Proquest, 165–185.
  • Litosseliti, L. (2006). Gender and language: Theory and practice. London: Hodder Arnold.
  • Lynch, I., & Nowosenetz, T. (2009). An exploratory study of students' constructions of gender in science, engineering and technology. Gender and Education 21(5), 567–581
  • Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition 28(2), 269–300.
  • Mackey, A. (2006). Feedback, noticing and second language development: An empirical study of L2 classroom interaction. Applied Linguistics 27 (3), 405–430.
  • Merrett, F., & Wheldall, K. (1992). Teachers’ use of praise and reprimands to boys and girls, Educational Review 44(1), 73–79.
  • O’Loughlin, K. (2002). The impact of gender in oral proficiency testing. Language Testing 19(2), 169–192.
  • O’Sullivan, B. (2000). Exploring gender and oral proficiency interview performance. System 28(3), 373–386.
  • Oxford, R. (1994). ‘La difference continue …’: Gender differences in second/foreign language learning styles and strategies. In J. Sunderland (ed.), Exploring gender: Questions and implications for English language education, 140–147. Hemel Hempstead: Prentice Hall.
  • Porreca, K. (1984). Sexism in current ESL textbooks. TESOL Quarterly, 18(4), 705– 724.
  • Poulou, S. (1997). Sexism in the discourse roles of textbook dialogues. Language Learning Journal 15(1), 68–73.
  • Reay, D. (2001). Spice girls, 'nice girls', 'girlies' and tomboys: Gender discourses, girls' cultures and femininities in the primary classroom. Gender and Education 13(2), 153-166.
  • Sadker, M., Sadker, D., & Klein, S. (1991). The issue of gender in elementary and secondary education. Review of Research in Education, 17, 269–334.
  • Salisbury, J., Rees, G., & Gorard, S. (1999). Accounting for the differential attainment of boys and girls at school. School Leadership and Management 19(4), 403– 426.
  • Sax, L.J., & Harper, C.E. (2007). Origins of the gender gap: Pre-college and college influences on differences between men and women. Research in Higher Education 48(6), 669–694.
  • She, H. (2000). The interplay of a biology teacher's beliefs, teaching practices and gender-based student-teacher classroom interaction. Educational Research 42(1), 100–111.
  • Sinclair, J., & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.
  • Sinclair, J., & Coulthard, M. (1992). Towards an analysis of discourse. In M. Coulthard (ed.), Advances in spoken discourse analysis, 1–34. London: Routledge.
  • Sivaslıgil, P. (2006). Gender ideology in 6th, 7th, and 8th grade course books published by the Turkish Ministry of National Education. Unpublished MA thesis, Çukurova University, Adana, Turkey.
  • Spender, D. (1982). Invisible women: The schooling scandal. London: Writers and Readers Publishing.
  • Spender, D. (1998). Man made language. London: Pandora.
  • Stake, J.E., & Katz, J.F. (1982). Teacher-pupil relationships in the elementary school classroom: Teacher-gender and pupil-gender differences. American Educational Research Journal 19(3), 465–471.
  • Sunderland, J. (1994). Differential teacher treatment-by-gender in the EFL classroom: Using ex-participants’ perspectives. In J. Sunderland (ed.), Exploring gender: Questions and implications for English language education, 148–153. London: Prentice Hall.
  • Sunderland, J. (1996). Gendered discourse in the foreign language classroom: Teacherstudent and student-teacher talk, and the social construction of children's femininities and masculinities. Unpublished doctoral dissertation. University of Lancaster, England.
  • Sunderland J. (1998). Girls being quiet: A problem for foreign language classrooms? Language Teaching Research 2(1), 48–62.
  • Sunderland, J. (2000). New understandings of gender and language classroom research: texts, teacher talk and student talk. Language Teaching Research 4(2), 149– 173.
  • Sunderland, J., Cowley, M., Abdul Rahim, F., Leontzakou, C., & Shattuck, J. (2002). From representation towards discursive practices: Gender in the foreign language textbook revisited. In L. Litosseliti and J. Sunderland (eds.), Gender Identity and Discourse Analysis, 233–255. Philadelphia: John Benjamins.
  • Sunkar-Koçoğlu, Z. (1997). Sex-based differences in the conversational behaviours of Turkish EFL students: An analysis of communication strategies. Unpublished MA thesis, Boğaziçi University, Istanbul
  • Swann, J. (1992). Girls, boys and language. Oxford: Blackwell.
  • Swann, J, .&Graddol, D. (1988). Gender inequalities in classroom talk. English in Education 22(1), 48–65.
  • Swiatek, M.A., Lupkowski-Shoplik, A., & O'Donoghue, C. (2000). Gender differences in above-level explore scores of gifted third through sixth graders. Journal of Educational Psychology 92(4), 718–723.
  • Teixeira, A.B.M., Villani, C.E., & Nascimento, S.S.D. (2008). Exploring modes of communication among pupils in Brazil: Gender issues in academic performance. Gender and Education 20(4), 387–398.
  • Tercanlioglu, L. (2004). Exploring gender effect on adult foreign language learning strategies. Issues in Educational Research 14(2), 181–193. http://www.iier.org.au/iier14/ tercanlioglu.html
  • Tercanlıoğlu, L. (2005). Pre-service EFL teachers’ beliefs about foreign language learning and how they relate to gender. Electronic Journal of Research in Educational Psychology 3(1), 154–162.
  • Yepez, M.E. (1994). An observation of gender-specific teacher behaviour in the ESL classroom. Sex Roles 30(1/2), 121–133.
  • Younger, M., & Warrington, M. (1996). Differential achievement of girls and boys at GCSE: Some observations from the perspective of one school, British Journal of Sociology of Education 17, 299–314.
  • Younger, M., &Warrington, M., & Williams, J. (1999). The gender gap and classroom interactions: reality and rhetoric? British Journal of Sociology of Education 20(3), 325–341.
There are 75 citations in total.

Details

Journal Section Original Articles
Authors

Ebru Bağ This is me

Leyla Martı

Yasemin Bayyurt

Publication Date February 16, 2016
Published in Issue Year 2014 Volume: 31 Issue: 1

Cite

APA Bağ, E., Martı, L., & Bayyurt, Y. (2016). Gender and Classroom Interaction: Examining A Female and A Male Teacher’s Moves Directed Towards Female and Male Students in Two EFL Classrooms in Turkey. Bogazici University Journal of Education, 31(1), 59-80.