A Gender- Based Analysis Of Learning English Pronunciation. Are Efl Teachers Aware About Their Students' Attitudes And Ldentities In Their Classroom As A Community Of Practice? (a Case Study Of Efl Students At The U Niversity Of Hassibabenbouali, Chlef)

Résumé: A host of studies have been conducted to tackle the different variables that believed to be intimately related to pronunciation accuracy. Not with standing, very few studies have been raised to scrutinize the role of gender in the area of learning a foreign language. This paper seeks to investigate to what extent gender is entwined with the learners of English as a foreign language (EFL for short), particularly in the area of phonetics, or pronunciation. We tried to study the influence of gender identities (instead of saying gender) in the pronunciation accuracy of Algerian EFL students. Adopting the comrnunity of practice perspective as a framework to analyse gender identities in EFL classrooms, the findings force us to claim that the great majority of female students tend to access the ne plus ultra of other students (particularly their male counterparts), via out performing in the articulation of certain sounds and respecting the stress and intonation rules.

Publié dans la revue: مجلة علوم اللسان