CAUSES, CONSEQUENCES AND TEACHING STRATEGIES OF GENDER DIFFERENCES IN FOREIGN LANGUAGE EDUCATION

Abstract

Research shows that there are neurobiological, motivational, and social differences between women and men in language acquisition. Generally, women demonstrate advantages in verbal skills and exhibit emotionally and interest-oriented motivation. Men, on the other hand, tend to learn foreign languages for more pragmatic, goal-oriented reasons. Various theories and international research results emphasize the concept of genderlect and its significance in sociolinguistics. Based on these findings, teachers should apply differentiated methods in the teaching process, taking gender differences into account. To enhance women’s motivation, the practical and career-related benefits of learning a foreign language should be explained, while for men, a socially rich and interactive learning environment should be created. This approach can improve learning outcomes and contribute to the elimination of gender stereotypes.