Discourse Analytical Study of Teachers’ Language and Gender with Specific Reference to EFL Classroom  in Iraq

Mohammed Abbas, Muna

	Discourse Analytical Study of Teachers’ Language and Gender with Specific Reference to EFL Classroom in Iraq
Journal of University of Babylon
Article 1, Volume 18, Issue 1, 2011, Pages 155-167
Author
Muna Mohammed Abbas
Abstract
We are surrounded by gender from the time we are very small. Gender is embedded so thoroughly in our institutions, our actions, our beliefs and our desires that it appears to us to be completely natural. The definition of males and females, people’s understanding of themselves and others as male and female is ultimately social. Gender is a learned behaviour which is both taught and enforced, and leading to the conclusion that gender is collaborative in the sense that it connects individuals to the social order. As the need being increased to study in depth the teacher’s role, the present study is conducted in order to understand and explore the relationship between language and gender by investigating the differences and the similarities in the discourse of male and female teachers who teach English as a foreign language, in Department of English at the College of Education University of Babylon. In particular, the discourse of teachers in the area of providing explicit instructions, questioning and feedback strategies were examined, as these are the primary components of teacher talk as defined by Sinclair and Coulthard’s (1975) IRF framework of analysis, the overall framework adopted in this study

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