Sex Differences in the Acquisition of English as a Second Language

Abstract

This paper reports on an investigation into sex differences in the acquisition of English as a second language. One hundred and twenty eight (64 female and 64 male) pupils in Grades 8 to 11 from four representative schools in the Polokwane Municipality of the Limpopo Province (South Africa) participated in the study. A quantitative ethnographic design (comprising a questionnaire, and documentary analysis) was used to collect the data. A t-test analysis was used to establish whether there might be significant differences between the mean scores of female and male pupils on their examination results. The results showed no significant difference in performance in English as a second language between boy and girls It is suggested that inspiration can be drawn from the findings in policy formulation regarding unisex versus single-sex schools, language instruction, especially attention given and approaches used in dealing with both sexes in second language classrooms.

Gender & Behaviour Vol.3 2005: 442-452