Gender Differences in Motivation to Learn French

By Scott Kissau. 2006

147 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/548cbcb6c85a89a78f08250cd29b094fe24156fd

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Citations in the corpus

The relationship between motivation, gender, L1 and possible selves in English-medium instruction (2016, background): “In the fields of education and psychology there is abundant research focused on the motivation and gender equation (Carr & Pauwels, 2006; Carreira, 2011; Kissau, 2006; Meece, Bower, & Burg, 2006).”
Motivation of UK school pupils towards foreign languages: a large-scale survey at Key Stage 3 (2007, unknown): “Although, unlike Canadian pupils (Kissau, 2006), very few explicitly assert that languages are ‘for girls’ (Blenkinsop et al., 2006, pp. 125, 131, 135), boys tend to like German and dislike French while the opposite is true of girls (Williams et al., 2002), and the gender gap in take-up persists…”
Do Girls Have All the Fun? Anxiety and Enjoyment in the Foreign Language Classroom (2016, background): “Existing studies have found that adolescent male FL learners in the United Kingdom (Williams, Burden & Lanvers, 2002), Canada (Kissau, 2006; Kissau & Turnbull, 2008) and Australia (Carr & Pauwels, 2006) have less desire to acquire FLs and invest less effort in learning them than their female peers.”
Learner Attitudes, Perceptions, and Beliefs in Language Learning (2012, result): “The differences between male and female learners of FLs have long been seen as important questions to pursue (see Spolsky, 1989), but recent published studies that focused on these topics (Kissau, 2006; Kissau, Kolano, & Wang, 2010) have largely been outnumbered by large-scale survey studies where g”
Motivation, Gender, and Possible Selves (2013, background): “Further, when explanations are offered, they tend to focus on the effects of processes of gender socialization and gender stereotyping on language attitudes (see, e.g., Kissau, 2006a, 2006b; Kissau & Turnbull, 2010; Sung & Padilla, 1998).”
The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model (2018, background): “As for the role of gender, there is a body of research which shows the great gender difference in language learning (Green & Oxford, 1995; Kissau, 2006; Kobayashi, 2002).”