Can Quirks of Grammar Affect the Way You Think? Grammatical Gender and Object Concepts
نویسنده
چکیده
Can the language you speak affect the way you think? Unlike English, many languages have a grammatical gender system whereby all nouns are assigned a gender. Does talking about inanimate objects as if they were masculine or feminine actually lead people to think of inanimate objects as having a gender? A series of studies found effects of grammatical gender on people’s perceptions of similarity between objects and people. This was true even though the tasks were performed in English (a language devoid of grammatical gender), even when the tasks were non-linguistic (e.g., rating similarities between unlabeled pictures), and even while subjects were engaged in a verbal interference task. Finally, results showed that cross-linguistic differences in thought can be produced just by grammatical differences and in the absence of other cultural factors.
منابع مشابه
Inductive vs. Deductive Grammar Instruction and the Grammatical Performance of EFL Learners
Learning a foreign language offers a great challenge to students since it involves learning different skills and subskills. Quite a few number of researches have been done so far on the relationship between gender and learning a foreign language. On the other hand, two major approaches in teaching grammar have been offered by language experts, inductive and deductive. The present study examines...
متن کاملThe Interaction of Gender with Text Enhancement and Meta-cognitive Grammar Instruction on Learning and Recall of English Grammar
The current research was an effort to study the interaction of gender with text enhancement and meta-cognitive grammar instruction on learning and recall of English grammar. To this end, two groups of students consisting of 51 learners from both genders were formed. The participants were 51 male and 51 female learners. The 51 participants of each gender were further divided into two groups. The...
متن کاملThe Interaction of Gender with Text Enhancement and Meta-cognitive Grammar Instruction on Learning and Recall of English Grammar
The current research was an effort to study the interaction of gender with text enhancement and meta-cognitive grammar instruction on learning and recall of English grammar. To this end, two groups of students consisting of 51 learners from both genders were formed. The participants were 51 male and 51 female learners. The 51 participants of each gender were further divided into two groups. The...
متن کاملConsciousness-raising tasks versus deductive approach: two form-focused instruction types in teaching grammar to Iranian high school EFL learners
Consciousness-raising (CR) task is a new way of teaching grammar developed in communicative contexts although little has been written on the effectiveness of CR tasks in EFL setting. The present study is an attempt to investigate the impact of CR tasks in Iranian EFL setting by comparing them with deductive, grammar lessons common in the Iranian schools. The subjects of this study were 80 EFL p...
متن کاملConcept-based Instruction and Teaching English Tense and Aspect to Iranian School Learners
The present study examines the role of Gal’perin’s Concept-based Instruction (CBI) as a pedagogical approach in teaching cognitive grammar-based (CG-based) concepts of tense and aspect to EFL students. Following the sociocultural theory of L2 Acquisition (SCT), arming L2 learners with scientific concepts can lead to L2 development by deepening their understanding and raising awareness of L2 str...
متن کامل