The Influence of Gender Differences on Language Learning Styles
写一篇社会条件对性别差异影响的英语作文
写一篇社会条件对性别差异影响的英语作文In today's society, gender differences are influenced by a variety of social conditions. These conditions shape the roles, expectations, and opportunities for individuals based on their gender. This essay will explore some of the key social factors that contribute to gender differences.Firstly, cultural norms play a significant role in perpetuating gender differences. In many societies, traditional gender roles dictate that men are the breadwinners and women are the caregivers. These roles are often reinforced through media, education, and family practices. As a result, men may be encouraged to pursue careers in fields such as engineering or politics, while women may be steered towards nurturing roles like teaching or nursing.Secondly, economic conditions can also impact gender differences. In countries where economic opportunities are limited, women may face greater challenges in accessing education and employment. This can lead to a gender gap in income and professional status. Conversely, in countries with a strong emphasison gender equality, women are more likely to have equal access to education and career advancement.Thirdly, legal and policy frameworks influence gender differences. Laws that promote gender equality, such as anti-discrimination legislation and equal pay acts, can help reduce disparities between genders. However, in places where such laws are lacking or not effectively enforced, gender inequalities may persist.Fourthly, the education system plays a crucial role in shaping gender differences. Schools that offer equal opportunities for all students, regardless of gender, can help break down stereotypes and promote gender equality. However, if educational institutions reinforce traditional gender roles, they may inadvertently perpetuate differences.Lastly, societal attitudes towards gender can affect individual behaviors and choices. In communities that value gender equality, individuals are more likely to challenge traditional roles and pursue their interests and aspirations regardless of their gender. However, in more conservative societies, individuals may feel pressure to conform to gendernorms.In conclusion, gender differences are influenced by a complex interplay of social conditions, including cultural norms, economic conditions, legal frameworks, educational systems, and societal attitudes. Addressing these issues is essential for promoting gender equality and creating a more inclusive society.中文翻译：在当今社会，性别差异受到多种社会条件的影响。
性别差异的原因英语作文
性别差异的原因英语作文The Causes of Gender Differences.Gender differences, or the disparities observed between males and females, are a complex and multifaceted topic. These differences manifest in various aspects of life, including physical traits, psychological characteristics, social roles, and cultural expectations. The etiology of these disparities can be traced to a combination of biological, psychological, social, and cultural factors.Biologically, gender differences stem from the inherent genetic and hormonal differences between males and females. From the moment of conception, the sex of the fetus determines the hormonal milieu and, subsequently, the development of anatomical, physiological, and behavioral characteristics. Testosterone, the primary male sex hormone, plays a crucial role in masculinizing the brain and body, while estrogen and progesterone, the female sex hormones, feminize the developing fetus. These hormonal differencesaccount for the distinct physical traits observed between the sexes, such as body structure, muscle mass, and bone density.Psychologically, gender differences are influenced by cognitive and emotional processes. Males and females differ in their approach to problem-solving, decision-making, and risk-taking. Males tend to favor analytical and logical thinking, while females excel at multitasking and emotional processing. These cognitive differences are thought to be influenced by hormonal and neurobiological factors. Additionally, gender-specific emotional experiences, such as the expression and perception of anger, sadness, and anxiety, also contribute to the psychological differences observed between the sexes.Socially, gender differences are shaped by the roles and expectations assigned to males and females within a given culture or society. Gender roles dictate acceptable behaviors, responsibilities, and occupations for each sex. For instance, males are often expected to be assertive, competitive, and providers, while females are expected tobe nurturing, caring, and responsible for the household. These social roles are reinforced through socialization processes, such as family, peer groups, education, and media representations.Cultural factors also play a significant role in shaping gender differences. Different cultures have varying beliefs and values regarding gender roles, gender norms, and gender relations. Some cultures emphasize gender equality and promote the removal of gender-based barriers, while others maintain traditional gender roles and hierarchies. Cultural norms and values influenceindividuals' self-perception, identity, and behavior, thus contributing to the persistence of gender differences.In conclusion, gender differences are the result of a complex interaction between biological, psychological, social, and cultural factors. While some disparities may be innate and biologically determined, others are influenced by societal expectations and cultural norms. Understanding the etiology of gender differences is crucial for promoting gender equality and eliminating gender-based disparities inall aspects of life. By acknowledging and addressing the various factors that contribute to gender differences, we can create a more inclusive and equitable society where everyone is valued and treated equally.。
男女性别差异对职业的影响 英语作文
In the contemporary professional landscape, gender disparities continue to play a significant role in shaping career trajectories, influencing occupational choices, workplace experiences, and advancement opportunities for both men and women. This essay delves into the multifaceted ways in which these differences affect careers, examining factors such as societal expectations, cultural norms, psychological influences, and institutional biases that underpin the complex interplay between gender and occupation.I. Societal Expectations and Occupational StereotypingA primary driver of gendered career paths is the persistence of societal expectations and occupational stereotypes. Traditional gender roles often dictate that men should be breadwinners, pursuing careers in fields perceived as masculine, such as engineering, finance, or law, where assertiveness, competitiveness, and leadership are highly valued. Conversely, women are frequently steered towards nurturing, supportive roles in sectors like education, healthcare, or social work, where qualities like empathy, communication, and collaboration are emphasized. These deeply ingrained stereotypes not only influence individuals' self-perception and aspirations but also shape the attitudes of parents, educators, and peers who provide guidance and feedback during career development.Moreover, media representations further reinforce these gendered occupational norms. From childhood storybooks to Hollywood blockbusters, male and female characters are often depicted in stereotypical roles, subtly conveying messages about appropriate career paths. For instance, male superheroes are typically portrayed as powerful leaders engaged in high-stakes battles, while female characters are more likely to assume supportive or caregiving roles. This pervasive messaging can inadvertently limit the breadth of career possibilities that individuals perceive as accessible or desirable based on their gender.II. Educational Pathways and Early Career ChoicesThe impact of gender differences extends to educational pathways and earlycareer choices. Research consistently shows that girls tend to outperform boys in academic settings, yet they are significantly underrepresented in STEM (science, technology, engineering, and mathematics) fields. This disparity can be attributed to a combination of factors, including gender-biased teaching practices, lack of female role models, and implicit biases that discourage girls from pursuing these subjects. As a result, women are less likely to enter STEM-related careers, which often offer higher salaries, faster career progression, and greater innovation potential.Conversely, men are disproportionately represented in vocational training programs and apprenticeships, particularly in traditionally masculine trades such as construction, mechanics, and electrical work. These industries, though offering stable employment and decent wages, often suffer from a dearth of female participation due to persistent stereotypes, inadequate support networks, and concerns about workplace culture and safety.III. Workplace Dynamics and Advancement OpportunitiesOnce in the workforce, gender differences continue to shape career experiences and prospects for advancement. Women, despite making significant strides in education and workforce participation, still confront a 'glass ceiling' – an invisible barrier that impedes their ascent to senior leadership positions. This phenomenon can be attributed to various factors, including unconscious bias in hiring and promotion decisions, unequal distribution of domestic responsibilities, and a lack of networking opportunities and mentorship for women.Additionally, workplace cultures that valorize 'masculine' traits like assertiveness and risk-taking can marginalize women, whose communication styles and leadership approaches may differ from these norms. This can lead to lower levels of job satisfaction, increased stress, and higher turnover rates among women, further impeding their career progression.IV. Psychological Influences and Self-PerceptionPsychological factors also contribute to gender-based differences in careerchoices and outcomes. Social identity theory posits that individuals internalize societal expectations and stereotypes about their gender, which can influence their self-efficacy, interests, and career aspirations. For example, women might underestimate their abilities in math and science, leading them to avoid STEM-related fields, while men might feel pressured to conform to notions of masculinity by pursuing high-status, competitive careers.Furthermore, stereotype threat –the fear of confirming negative stereotypes about one's group – can undermine performance and aspirations in domains where one's gender is underrepresented. Women in male-dominated fields may experience this threat, leading to decreased confidence, increased stress, and a higher likelihood of disengagement or attrition.V. Institutional Measures and Policy InterventionsAddressing gender disparities in careers necessitates concerted efforts from institutions, policymakers, and society at large. Strategies may include:1. **Promoting gender-neutral education and career counseling**: Educators and counselors should actively challenge gender stereotypes, provide balanced information about career options, and encourage students to explore a wide range of interests regardless of gender.2. **Fostering inclusive workplace cultures**: Employers should implement diversity and inclusion initiatives, promote flexible work arrangements, and provide bias-awareness training to create environments where all employees, regardless of gender, can thrive.3. **Implementing equitable hiring and promotion practices**: Organizations should adopt transparent, merit-based processes for recruitment, appraisal, and promotion, and establish clear criteria for leadership roles to mitigate unconscious biases.4. **Supporting female participation in non-traditional fields**: Governments and industry bodies can fund targeted initiatives, such as mentoring programs, networking events, and public campaigns, to encourage women's entry and retention in male-dominated sectors.5. **Revisiting parental leave policies and childcare provisions**: To alleviate the disproportionate burden of domestic responsibilities on women, policymakers should consider implementing more generous and gender-neutral parental leave schemes, alongside affordable and accessible childcare facilities.In conclusion, gender differences exert profound and multifaceted influences on career paths, shaping occupational choices, workplace experiences, and advancement opportunities for both men and women. Addressing these disparities requires a comprehensive approach that challenges societal expectations, reforms educational systems, fosters inclusive workplaces, and implements supportive policies. By doing so, we can pave the way for a truly equitable professional landscape where individuals are free to pursue their aspirations without the constraints of gender stereotypes and biases.。
男女差异的原因英语作文
男女差异的原因英语作文Differences Between Genders: Exploring the CausesGender differences have been a topic of extensive study and discussion throughout history. The underlying reasons for these differences can be attributed to a complex interplay of biological, social, and cultural factors. In this essay, we will delve into the various factors that contribute to the observed differences between males and females.Biological Factors:One of the primary drivers of gender differences is the inherent biological distinctions between men and women. These differences can be traced back to the genetic makeup and hormonal variations that shape the physical and cognitive characteristics of each gender. For instance, the presence of different sex hormones, such as testosterone and estrogen, can influence various aspects of anindividual's development, including physical attributes, emotional responses, and even certain cognitive abilities.Additionally, neurological studies have revealed thatthe structure and function of the brain can differ between genders. These neurological differences can contribute to variations in problem-solving strategies, spatial awareness, and emotional processing, among other cognitive functions.Social and Cultural Factors:Beyond the biological factors, societal and cultural norms play a significant role in shaping gender differences. From a young age, individuals are exposed to gender-specific expectations, socialization processes, and stereotypes that can influence their attitudes, behaviors, and opportunities.The way children are raised, the toys they are given,the activities they are encouraged to participate in, andthe role models they are exposed to can all contribute tothe development of gender-specific traits and preferences. These societal expectations and gender-based socialization processes can lead to the reinforcement of traditional gender roles and the perpetuation of gender-baseddisparities in various domains, such as education, career choices, and leadership positions.Furthermore, cultural beliefs, traditions, and gender-based social structures can also shape the way individuals perceive and interact with members of the opposite sex. These cultural influences can vary significantly across different societies and can contribute to the observed differences in gender-related attitudes, communication styles, and social dynamics.Psychological and Cognitive Factors:Psychological and cognitive factors also play a role in the differences between genders. Research has shown that there can be variations in certain cognitive abilities, such as spatial reasoning, verbal fluency, and mathematical aptitude, between men and women. These differences, while not absolute, can be influenced by a combination of biological, social, and environmental factors.Additionally, gender-specific psychological traits, such as empathy, aggression, and risk-taking, have been observed and studied. These psychological differences can be attributed to a complex interplay of biological, social, and cognitive factors, and they can contribute to theobserved differences in behaviors, decision-making, and interpersonal interactions between males and females.Conclusion:In conclusion, the differences between genders are the result of a multifaceted interplay of biological, social, cultural, and psychological factors. While these differences exist, it is important to recognize that individuals within each gender can exhibit a wide range of characteristics and that gender should not be used as a sole determinant of an individual's abilities, preferences, or potential. Understanding and respecting the diversity within and between genders is crucial for promoting equality, inclusivity, and personal growth.人性别差异的原因性别差异一直是一个广为人知的话题,其背后的根源可以归结为生物学、社会文化和心理认知等多方面的因素。
对男女差异的看法作文英语
对男女差异的看法作文英语Title: Views on Gender Differences。
Gender differences have been a topic of interest and debate for centuries. Some people believe that men and women are fundamentally different in terms of their abilities, behaviors, and roles in society, while others argue that these differences are largely a result of socialization and cultural expectations. In my opinion, both perspectives have merit, and it is important to recognize and appreciate the unique qualities and strengths that each gender brings to the table.One of the most commonly cited differences between men and women is in their communication styles. Men are often seen as more direct and assertive, while women are perceived as more nurturing and empathetic. While these generalizations may hold true for some individuals, it is important to remember that there is a wide range of communication styles within each gender. Men can be just asempathetic and nurturing as women, and women can be just as assertive and direct as men. It is essential to avoid making assumptions based on gender and to treat each person as an individual.Another area where gender differences are often observed is in leadership styles. Men are often seen as more competitive and task-oriented, while women are perceived as more collaborative and relationship-focused. However, research has shown that successful leaders come in all shapes and sizes, and that the most effective leaders are those who are able to adapt their style to the needs of their team and organization. Both men and women have unique strengths that they can bring to leadership roles, and itis important to recognize and appreciate these differences.In terms of roles and responsibilities, traditional gender norms have dictated that men are the breadwinners and women are the caregivers. While these roles have evolved over time, there are still societal expectations that influence how men and women are perceived in the workforce and at home. It is important to challenge thesestereotypes and to create a more inclusive and equitable society where individuals are judged based on theirabilities and contributions, rather than their gender.Overall, it is clear that there are some differences between men and women, but it is essential to recognizethat these differences are not absolute and thatindividuals should not be limited by societal expectations based on their gender. By embracing diversity and promoting equality, we can create a more inclusive and supportive society where everyone has the opportunity to thrive and succeed, regardless of their gender. Let us celebrate the unique qualities and strengths that each gender brings to the table, and work towards a more equitable and just world for all.。
关于男女对外貌差异的英文作文
关于男女对外貌差异的英文作文Title: Perceptions of Beauty: Exploring Gender Differences in Appearance EvaluationIn the intricate tapestry of human existence, the concept of beauty and its perception stands as a threadthat is both intricate and mutable. It is a subjective idea, shaped by cultural norms, personal experiences, andsocietal expectations. However, gender often plays apivotal role in how we view and evaluate appearance, with men and women often harboring distinct preferences and biases. This essay delves into the complexities of gender differences in the perception of physical attractiveness.Firstly, it is noteworthy that the standards of beauty are often gender-specific. For women, beauty is often associated with youthful features, clear skin, and an hourglass figure. These ideals are often perpetuated by the media, advertising, and social media platforms, creating a narrow definition of female beauty that many strive to emulate. On the other hand, men are often judged based on their masculinity, physical strength, and facial features like a strong jawline and clear complexion. These differingstandards reflect the societal expectations and roles ascribed to each gender.The reasons behind these gender differences in beauty perception are multifaceted. One significant factor is socialization. From childhood, boys and girls are often encouraged to conform to gender-specific norms and behaviors. Girls are often praised for their appearance, while boys are often valued for their achievements and abilities. This conditioning shapes their perceptions of beauty and their understanding of what is considered attractive.Another factor is the influence of the media. The portrayal of idealized bodies and faces in magazines, movies, and television often sets the bar for beauty standards. While women are often shown in hyper-sexualized roles, men are typically represented as strong and physically appealing. These representations influence how individuals, especially the young and impressionable, perceive beauty and strive to emulate it.However, it's important to recognize that beauty is subjective and diverse. Not everyone conforms to thestereotypical ideals of beauty, and that's okay. The celebration of individuality and uniqueness should be encouraged, as it promotes a healthier and more inclusive understanding of beauty.Moreover, gender roles and expectations are evolving, and so are the standards of beauty. In recent years, there has been a growing acceptance of diverse body types and appearances, challenging the traditional norms. This shift is encouraging individuals to embrace their natural selves and celebrate their unique beauty.In conclusion, the perception of beauty is a complex and multifaceted phenomenon, influenced by gender, socialization, and media representations. While men and women may have differing preferences and biases in evaluating appearance, it's crucial to recognize that beauty is subjective and diverse. By promoting inclusivity and embracing individuality, we can create a society that values and appreciates the unique beauty of every individual.。
The influence of Gender differences on Language Learnning styles
１．ＩｎｔｒｏｄｕｃｔｉｏｎThe issue of new college English syllabus symbolized the beginning of the transformation of college English education.Till today,teaching research cannot be only satisfied to answer the question of how to teach,but also have to answer the question of how to learn,which means we should study learners’individual differences in English learning.For many years,English teachers have such a kind of feeling that girls are better than boys in English study.But why is there such a kind of gender difference in English study?Even girls and women have language learning styles different from those of boys and men. This paper will analyze the different characteristics of male and female college students in their language learning styles to discover individual difference in English learning.２．ＤｅｆｉｎｉｔｉｏｎｏｆｌａｎｇｕａｇｅｌｅａｒｎｉｎｇｓｔｙｌｅLearning styles are the general,broad approaches used to learn a subject. According to Cornett（1983，p.9）,“Learning style is a consistent pattern of be-havior but with a certain range of individual variability……Styles then are overall patterns that give general direction to learning behavior.”Learning styles include an array of cognitive,affective(emotional and attitudinal),and social aspects(Oxford,1990c;Schmeck,1988).Language learning styles are the general approaches used to learn nguage learning styles include not just cognitive styles(Shipman and Shipman,1985)but a whole range of social and affective factors too(Ox-ford,Hollaway,Horton-Murillo,1992;Oxford&Lavine,1991).For a given person,the style used in language learning is likely to be a direct reflection of the individual’s overall learning styles—the style that is normally applied in most learning or working situations.Each person’s learning style(including his or her language learning style) contains a variety of dimensions about which research exists:sensory prefer-ence;field-independence or field-dependence(or field-sensitivity);reflection or impulsivity;and objective/impersonal or subjective/empathic orientation.To put it simply,we can say learning style(or learning preference)is the way someone tends to learn best.It involves the preferred method of taking in, organizing,and making sense of information.Learning styles do not tell us about a person's abilities or intelligence,but they can help us understand why some tasks seem easier for some people than others.３．Ｔｈｅｉｍｐｏｒｔａｎｃｅｏｆｌｅａｒｎｉｎｇａｂｏｕｔｏｎｅ’ｓｌｅａｒｎｉｎｇｓｔｙｌｅThere are several benefits of thinking about and trying to understand one’s learning preferences.Firstly,people learn most effectively when the strategies used are closely matched with their preferred learning style.Sec-ondly,sometimes we can improve our learning by knowing what our strengths are and then doing more of what we're good at.Thirdly,often we can improve our learning by knowing what our weaknesses are and trying to enhance our skills in these areas.Finally,different situations and learning environments require different learning strategies,so it's best to have a large repertoire from which to draw.４．ＣｌａｓｓｉｆｉｃａｔｉｏｎｏｆｌａｎｇｕａｇｅｌｅａｒｎｉｎｇｓｔｙｌｅGenerally language learning styles are classified as sensory style and cognitive style.As far as its nature and expressions are concerned,perceptual learning style can be divided into three patterns:visual learning,tactile and kinesthetic learning,and auditory learning.Visual learners are those who learn things best through seeing them.Vi-sual learners tend to prefer reading and studying charts,drawings,and other graphic information.Tactile and kinesthetic learning is a learning style in which learning takes place by the student actually carrying out a physical activity,rather than listening to a lecture or merely watching a demonstration.Students associated with this predominant learning style are thought to be natural discovery learn-ers;they have realizations through doing,as opposed to having thought first before initiating action.They tend to lose concentration if there is little or no external stimulation or movement.When listening to lectures they may want to take notes for the sake of moving their hands.When reading,they like to scan the material first,and then focus in on the details(get the big picture first). They typically use color highlighters and take notes by drawing pictures,dia-grams,or doodling.Auditory learning is a learning style in which a person learns most effec-tively by listening to information delivered orally,in lectures,speeches,and o-ral sessions.It is characterized by a preference for listening to lectures and au-diotapes.Cognitive learning style also includes three patterns:field-independent and field-dependent learning style,reflective and impulsive learning style, and objective and subjective learning style.Field-independence refers to the ability to separate easily the key details from an ambiguous context through the use of analysis.Research with people of all ages suggests that field–independent people are less sensitive to the so-cial context,are more detached and more logical than field–dependent peo-ple,and prefer more structured,analytical forms of learning.Perhaps field–independent people have a stronger spatial or kinesthetic sense than do field –sensitive individuals,because many of the tests used to assess field–inde-pendence involve figuring out the orientation of an object in a spatial relation-ship to other objects.In contrast,field-dependence is the lesser ability to sep-arate details from the background easily and the greater tendency toward forming global impressions.Field-dependent people tend to be more sensitive to eh social context,are more perceived as more outgoing and more considerate than their field–independent peers,and perform well with less structure in their learning.Field-dependent individuals typically like auditory learning that involves social interaction.“Field-dependence”and“field-independence”,the two concepts come from the American Psychologist H.Wikin‘s research of perception.A field-independent style enables people to distinguish parts from whole,to concen-trate on something(like reading a book in a noisy train station)，to analyze separate variables without the contamination of neighboring variables.While a field-dependent style enables people to perceive the whole picture,the larger view,the general configuration of a problem or idea or event.Reflection is defined as the tendency to stop and consider options before responding,often resulting in greater accuracy,while impulsivity is the ten-dency to respond immediately,more fluently,and often inaccurately.Objective or impersonal learning style means people often learning something through objectivity and thinking(abstract analysis).While subjec-tive or empathic learning style means one often prefers to learn something through subjectivity and feeling(personal experience).５．Ｔｈｅｃｈａｒａｃｔｅｒｉｓｔｉｃｓｏｆｇｅｎｄｅｒｄｉｆｆｅｒｅｎｃｅｓｉｎｌｅａｒｎｉｎｇｓｔｙｌｅｓ5.1Gender difference in sensory preferenceVisual students prefer to learn by seeing.Therefore they like to read a lot,The Influence of GenderDifferences on Language Learning Styles西华师范大学外国语学院绵阳师范学院外国语学院苟萍［Ａｂｓｔｒａｃｔ］Generally language learning styles are classified as sensory style and cognitive style.This thesis analyzes the different characteris-tics of male and female college students in their language learning styles，thus put forwards the strategy of teaching through individuality.［ＫｅｙＷｏｒｄｓ］English study gender difference learning style516——which requires concentration and time spent alone.Visual students need the visual stimulation of bulletin boards,videos,and movies.They must have written directions if they are to function well in the classroom.Statistics show that50%of an80%of the learners are visual learners;there is no significant gender difference.A learning style preference characterized by tactile and kinesthetic way might be related to the spatial ability prominent in the masculine gender role. Because males do seem to have an edge in some spatial learning tasks,lan-guage teachers might expect that their tactile and kinesthetic students would more often be males than females.It is also possible to predict that nontradi-tional females(women who have chosen to follow gender–role patterns differ-ent from the traditional norm)would show these preferences more frequently than traditional females.Linkages between gender and auditory preferences are not clear,but lis-tening studies(Eisenstein,1982)suggest that auditory ability in a foreign lan-guage might be greater in females than in males.One reason for this is that fe-males—much more often than males—use strategies that elicit input from others(Oxford&Nyikos,1989).Females ask three times as many questions as males(Fishman,1978)and tend to focus on the speaker with significantly greater interest,empathy,concern,and politeness than do males.(Lakoff, 1975)5.2Gender difference in cognitive preferenceGender difference has often been found for field–independence/field–dependence through many different measures:tests of perception in titled rooms,embedded figures tests,and rod–and–frame tests.As adolescents and adults—and sometimes even children—males are usually more field–independent and females are more field dependent.Field–independent learners,often males,have advantages in language achievement(Hansen& Stansfield,1981),but this might be related to the analytic nature of most writ-ten language achievement tests and many grammar–based(analytic)language learning strategies,such as deductive reasoning(Oxford&Lavine,1991).Field–sensitive individuals,often females,with their more interpersonal and global orientation,might do better in less analytic aspects of overall com-municative competence,such as sociolinguistic competence,discourse com-petence,and strategic competence,but more evidence is needed on this point. Global,field–dependent learners choose nonanalytic strategies that involve searching for the main idea and intuitively guessing from multiple contextual clues—frequently social ones—when some pieces of information are missing (Oxford&Lavine,1991).When gender difference in reflection and impulsivity are found in chil-dren and adolescents,females are usually more reflective and males are more impulsive.In the language classroom,the reflective learner(often a female) considers different angles and the social context before responding and is de-voted to answering correctly.The impulsive learner(frequently a male)jumps in with a quick response and may want to dominate,regardless of the correct-ness of the response.Belenky and colleagues（1986）conducted extensive interviews with col-lege men and women.In general,the two genders have different ways of know-ing,men more often through“objectivity and thinking”(abstract analysis)and women more often through subjectivity and feeling(personal experience). Therefore a majority of women have more of a feeling approach(emotional, personal,subjective,empathic,merciful)than a thinking approach(analytic, impersonal,objective,factual,just).In general,males and females employ dif-ferent routes in language learning.M ore males than females might take the thinking approach,thus focusing on rules,facts,and logic and avoiding the more personal interactions.More females than males might like the feeling ap-proach,in which there is a great deal of social interaction,a high degree of empathy,and cooperative learning.６．ＴｈｅｒｅａｓｏｎｓｆｏｒｇｅｎｄｅｒｄｉｆｆｅｒｅｎｃｅｓｉｎｌｅａｒｎｉｎｇｓｔｙｌｅｓWe have summed up the general gender differences on the language learning styles.As a whole,there are two reasons for this,one is physiological reason,and the other is social6.1The physiological factorThe two hemispheres of the brain has its own relative specialized func-tions.Each hemisphere deals with language differently.The left hemisphere interprets the meaning of words,while the right hemisphere interprets verbal tones,pasterns,and musical qualities of language,according to Leaver’s (1986)foreign language research.Right–hemisphere–dominant individu-als—those whose right side of the brain typically dominates their thinking processes—tend to be more field–dependent(less able to separate the details from a confusing background),global,and emotion–oriented,according to Willing(1988).Left–hemisphere–dominant people—those whose dominant brain hemisphere is the left—are more field–independent,analytic,and logic –oriented(Willing,1988;Leaver,1986).Gender differences in brain dominance are as follows.In men,the left hemisphere might be more lateralized(specialized)for verbal activity and the right hemisphere may be more lateralized for abstract or spatial processing. Women might use both the left and the right hemisphere for both verbal and spatial activity,thus showing more integrated brain functioning and less hemi-spheric differentiation.In women as compared to men,part of the corpus cal-losum(the bundle of brain fibers linking the left and right hemispheres)is big-ger in relation to overall brain weight,allowing more information to be ex-changed between the two hemispheres.According to these,we could postulate that males might usually process language learning information more readily through the left–hemispheric,analytic mode,but females might more often process language learning data through an integration of left–and right–hemispheric modes.6.2Social factorsAt the very beginning of boys and girls coming to the world,almost the entire communities impose on them to develop in a different direction.As soon as Children's sex is determined,they will have a name of gender characteris-tics,wear different clothes and play with different toys,being expected to de-velop into a social role determined by physiological factors.Socialization—that is,the way we bring up our young and integrate them into society through a vast network of social roles—might be a great influence on gender differ-ences in language learning styles.For example,parents respond differently to boy babies and girl babies from the first hours of life and after that teach their children“sex–appropriate”.With sons,parents emphasize achievement, competition,and control of feelings,but with daughters,they stress interper-sonal skills and expression of feelings.Very early in life masculine behavior is seen as assertive and bold,while feminine behavior is viewed as tender and passive.In school,teachers support the previous socialization patterns,paying more attention to aggressive,disruptive boys than to girls with identical be-havior,and responding to passive and dependent girls—although teachers prefer the behavior of girls.Teachers’judgments of students’academic skill is related to teachers’assessment of gender–related behavior.Even differ-ences in cognitive abilities,such as reading comprehension,can be attributed to socialization.The subordinate role of women in our society may have a great deal to do with the different socialization of boys and girls,men and women.７．ＴｅａｃｈｉｎｇａｃｃｏｒｄｉｎｇｔｏｇｅｎｄｅｒｄｉｆｆｅｒｅｎｃｅOur new standards for English curriculum are based on humanism and the social constructivism.Humanist educational theory is student-centered and concerns about the students’feelings.The social constructive educational theory refers to that the knowledge is constructed by individuals,rather than got from the outside world.Constructive learning is an intrinsically motivated learning,so learners themselves are very important in study.Human’s learn-ing activities should last life-long,but learning at schools is intermediate.Af-ter leaving school,students should have a ability to learn and solve problems independently.Therefore,teachers should not only help them to learn knowl-edge,but also to help them learn a variety of learning methods and strategies. Learner's individual differences and learning motivation,interests,attitudes and emotional factors would affect learners’learning process and results fun-damentally.Teachers should pay attention to and understand the reasons for which will lead to group differences of English test‘s scores and to overcome gender differences that cause boys and girls have different English scores.During the process of English study,the gender difference exists objec-tively.Not only teachers but also students themselves should have a correct understanding of this phenomenon.Teachers not only to have a correct under-517——standing of gender differences’objectivity,but also to know in which aspects there are differences,and then can understand the causes.Finally they can make the difference as an important educational resource,expecting to teach according to“sex”.Only if teachers fully take learners’gender differences into account,and be sensitive to individual differences and gender differences and overcome the bias on gender groups in English language learning they can choose appropri-ate teaching methods,teach students in accordance with their aptitude or sex and make negative factors become into positive ones.Teachers should try re-minding students of the gender factors in the learner's learning process,thus enable them to overcome their own weaknesses,play their strengths and try some better study strategies.According to gender differences,teachers can give more targeted guidance to help students form an effective study strategy and at the same time,change the way students learn and train them to study independently.First of all,we should train boys to study English independently.Teach-ers must take cognitive differences of male and female students into account, so that girls can make best use of the advantages and bypass the disadvan-tages.Such as girls are good at mechanical memory and incline to depend on teachers,which requires teachers to develop their memory based on under-standing,to make them form the habit of analyzing problems comprehensively and to train them to think independently.Secondly,teachers should improve the relationship with girls.In the pro-cess of teacher-student exchanges,teachers can cultivate students’learning behavior and students’beliefs can be enhanced.Some differences of male and female students are also continuously formed and manifested in such contacts. Therefore,teachers must change the unequal“sex differences”contacts.Espe-cially when solve some difficult problems Teachers should ask girls more questions to show the teachers’trust.It is also necessary to encourage girls to enable them to experience the joy of success.Thirdly,teachers should teach students to have a correct understanding of gender difference in learning.Teachers should help students find out rea-sons for which they have more difficulty in learning English and give them popper guide to promote their study.At the same time they should make stu-dents have a correct understanding that gender differences do exist in English study,but only in certain areas there are some differences.We cannot say that girls are superior to boys in every aspect of English study,and certainly not girls always do better than boys.Both boys and girls should aware of their own and the opposite sex's strengths,advantages and potential,but also have a cor-rect understanding of their own and the opposite sex's shortcomings and in-sufficient.So that they can learn from others'strong points and to offset one's weaknesses,and finally achieve cooperative learning.８．ＣｏｎｃｌｕｓｉｏｎBoys and girls have different gender characteristics,which makes their language learning with different tendencies.In order to enable our students to have the biggest gains,teachers should observe and study multilaterally and multi-prospectively and teach students in accordance with their characteris-tics.This is the only way to improve teaching efficiency in all directions and break the education imbalance.Ｒｅｆｅｒｅｎｃｅｓ［1］Cornett,C.E.(1983).What you should know about teaching and learning styles.Bloomington,IN:Phi Delta Kappa Education Foundation.［2］Eisenstein,M.(1982).A study of social variation in adult second language nguage Learning,32(4),367-391.［3］Ellis,R.Understanding Second Language Acquisition,OUP.1985.［4］Fishman,P.M.(1978).Interaction:The work women do.Social Problems,25,397-406.［5］Good,T.L.&Brophy,J.E.(1986).Educational psychological(3rd ed.)New York:Longman.H.D.Brown:Principles of Language Learning and Teaching［M］.外语教学与研究出版社，2002.［6］Hansen,J.&Stansfield, C.W.(1982).Student-teacher cognitive styles and foreign language achievement:A preliminary study.Modern Lan-guage Journal,66,263-273.［7］Joy M.R eid:Learning styles in the ESL/EFL Classroom［M］.外语教学与研究出版社，汤姆森学习出版社,2002.［8］Leaver,B.L.(1986).Hemisphericity of the brain and foreign lan-guage teaching.Foliz Slavica,8,76-90.［9］Oxford,R.L.&Lavine,R.Z.(1991).Teacher-student“style wars”in the language classroom:R esearch insights and suggestions.Bulletin of the Association of Departments of Foreign Languages,23(2),38-45.［10］Oxford,R.L.&Nyikos,M.(1989).Variables affecting choice of language learning strategies in the multicultural,tertiary L2classroom.Sys-tem,20(3).［11］Sandra municative Competence:Theory and Classroom Practice.Addison-Wesley Publishing Company,1983.［12］Sandra Lee McKay Nancy H.Hornberger.Sociolinguistics and Language teaching［M］.上海外语教育出版社，2001.［13］Shipman,S.&Shipman,V.C.(1985).Cognitive styles:Some con-ceptual,methodological,and applied issues.In E.Gordon(ed.),R eview of research in education.(pp.229-291).Washington,DC:American Educa-tional R esearch Association.［14］Stern.H.Fundamental Concepts of Language Teaching.OUP, 1983.［15］Willing,K.(1988).Learning styles in adult migration education. Adelaide,Australia:National Curriculum R esource Center.［16］贾玉新.跨文化交际学［M］.上海外语教育出版社，2002.［17］杨敏.英语交际的文化视角［M］.青岛海洋大学出版社，1998.［18］章兼中.外语教学心理学.安徽教育出版社,1985.［19］祝畹瑾.社会语言学译文集.北京大学出版社,1985.she"went to the very end of the garden,by herself,and looked at the slow-moving brown river;she looked at the river and closed her eyes and breathed slow and deep,taking it into her being,into her veins"( MacGibbon&Kee,1963,2549).Her actions here are ironic,because she identifies with the social collec-tive,although it is the very force which prevents her from having time to be her self.Gradually,however,the collective experience metaphorically submerges and subsumes Susan and she allows herself to drown.The last time she visits the hotel she spends her time"delightfully,darkly,sweetly,letting herself slide gently,gently,to the edge of the river"(M acGibbon&Kee,1963,2564). As she dies,"she was quite content lying there,listening to the dark soft hiss of the gas that poured into the room,into her lungs,into her brain,as she drifted off into the dark river"(MacGibbon&Kee,1963,2564).That final image of the mythological river of forgetfulness is significant.It illustrates Su-san's complete loss of self-identity to the patriarchal collective in spite of her disillusionment with its ideals.The image reveals Susan's submission to the society which is centered by the patriarchal order.３．ＣｏｎｃｌｕｓｉｏｎTo Room Nineteen explores the warring impulses of intellect and instinct, mind and heart,against the backdrop of early1960s London,when women were caught in the social conservatism of the past and unable to see the promise of a future that would encourage choice,fulfillment,and personal freedom.In this story Lessing illuminates the restrictions placed on women of that time and the tragic consequences of those restrictions.Lessing describes Susan's searching for an authentic self which leads to her madness and ulti-mately suicide by using the imageries analyzed in this paper.Ｒｅｆｅｒｅｎｃｅｓ［1］MacGibbon&Kee,A Man and Two Women,London:University of Chicago Press,1963［2］黄梅.女人和小说.浙江文艺出版社,1991［3］陆扬.精神分析文论.山东教育出版社,1998［4］庞书向,徐建纲.“寻找自我的悲歌”.《南昌高专学报》，2007，(1)［5］钱兆明.二十世纪英美短篇小说选.外语教学与研究出版社, 1987［6］翟世镜.当代英国小说.外语教育与研究出版社,1998（上接第515页）518——。
英语作文 男女差异
英语作文男女差异Gender Differences。
Gender differences have been a topic of interest and debate for many years. It is widely recognized that men and women have distinct characteristics and behaviors that are influenced by biological, psychological, and social factors. While some argue that these differences are innate, others believe that they are primarily shaped by societal expectations and norms. This essay will explore the various aspects of gender differences and their implications.One of the most prominent differences between men and women lies in their physical attributes. Men are generally taller and stronger than women due to biological factors such as hormones and genetics. This physical advantage has historically led to men dominating certain fields such as sports and manual labor. However, it is important to note that this does not imply that women are inferior or incapable. Women have their own unique strengths andabilities, such as better endurance and flexibility.Another significant difference between men and women is their cognitive abilities. Research has shown that men tend to excel in certain areas such as spatial reasoning and mathematical skills, while women often perform better in verbal and emotional intelligence tasks. These differences may be influenced by both biological and environmental factors. For example, hormonal differences during prenatal development may affect brain structure and function, leading to variations in cognitive abilities.In addition to physical and cognitive disparities, men and women also exhibit divergent behavioral patterns. Men are often more assertive, competitive, and risk-taking, whereas women tend to be more nurturing, empathetic, and cooperative. These differences can be attributed to both biological and social factors. Evolutionary psychologists argue that these behavioral traits have evolved to fulfill specific gender roles. For instance, men historically engaged in hunting and protecting their families, which required assertiveness and risk-taking. On the other hand,women took on caregiving roles, requiring empathy and cooperation.Furthermore, gender differences are also reflected in career choices and occupational preferences. It is widely observed that men dominate fields such as engineering, technology, and finance, while women are more likely to pursue careers in education, healthcare, and social work. These disparities can be attributed to a variety of factors, including societal expectations, cultural norms, and personal interests. Despite efforts to promote gender equality in the workplace, certain gender biases and stereotypes continue to influence career choices.While it is important to acknowledge and understand gender differences, it is equally crucial to avoid generalizations and stereotypes. Each individual is unique and should not be limited or judged based on their gender. Society should strive to provide equal opportunities and eliminate gender biases in order to foster a more inclusive and egalitarian environment.In conclusion, gender differences exist in various aspects of life, including physical attributes, cognitive abilities, behavioral patterns, and career choices. These differences are shaped by a combination of biological, psychological, and social factors. It is essential to recognize and appreciate these differences while promoting equality and challenging gender stereotypes. By doing so, we can create a more diverse and inclusive society where everyone has the opportunity to thrive.。