Differences of oral speech between third grade boys and girls on the basis of role play
Submitted by:
Anne Uusen
Abstract:
Nowadays, there is a lot of discussion around apparent backlog in the speech of boys compared to girls from an early age (Garton & Pratt, 2002, 64). The topic of this presentation was inspired by theoretical positions and research results confirming that the oral linguistic performance and vocabulary of boys is poor (Schults, Tulviste, Kaljumäe, 2013; 146; Gurian & Ballew, 2004, 34.) Hence, the objective of the research which will be described in this presentation was to ascertain, whether and to what extent does the oral linguistic performance of boys differ from that of girls.
The sample of this study includes third grade students with 21 boys and 21 girls. The research method implemented for data collection comprised of observation and video recordings. Pupils were given a task to draw a topic (nature, hobbies, illnesses), and to prepare a role play that was recorded on video. The videos were transcribed, in order to facilitate analysis. Data analysis was implemented by qualitative content analysis that studies language in detail, as well as by quantitative analysis, which concentrates on the frequency of data and results. Research results were presented by subjects.
The study revealed that linguistic performance of boys and girls is different. Girls used more words in each subject field than boys, which, supported by theoretical evidence, derives from differences in brain construction and the way parents communicate with their children. In every subject, girls formed more sentences and the percentage of complete sentences compared to incomplete sentences was higher. The reason why language use of boys is grammatically less correct, is due to the fact that boys are talked to less frequently, in shorter speech turns, and in simpler language. It was found that in oral speech both boys and girls used pronouns, verbs and adverbs the most, these being the characteristic and most frequently used parts of speech that are employed in oral speech. The vocabulary of boys is poorer and that of girls, because boys are offered fewer linguistically different communication situations that would diversify and increase their vocabulary.
Gurian, M., Ballew, A. C. (2004). Poisid ja tüdrukud õpivad erinevalt: käsiraamat õpetajale [Boys and Girls Learn Differently: the Handbook for Teachers]. Tartu: El Paradiso.
Garton, A., Pratt, C. (Eds.). (2002). Learning to be literate: the development of spoken and written language. (2nd. ed.). Oxford: Blackwell.
Schults, A., Tulviste, T., Kaljumäe, K. (2013). Eesti laste esimesed sõnad: MacArthuriBatesi suhtlemise arengu testi tulemused [The first words of Estonian children: the results of the MacArthurBates`s test of the development of communication]. [2014, veebruar, 13]. http://www.eestiarst.ee/static/files/032/ea1301lk21-27.pdf