Uhl P (2024)
Publication Language: English
Publication Type: Book chapter / Article in edited volumes
Publication year: 2024
Publisher: Frank & Timme
Edited Volumes: Spanish as a second and third language Approaching the linguistics-didactics interface
Series: Romanistik
City/Town: Berlin
Book Volume: 42
Pages Range: 119-146
ISBN: 978-3-7329-0969-8
URI: https://www.frank-timme.de/de/programm/produkt/spanish-as-a-second-and-third-language
DOI: 10.57088/978-3-7329-8970-6_6
This quantitative study compares 92 French students and 94 Spanish students in the ninth grade of secondary school in Germany (Gymnasium) with regard to the multiple factors that influence their performance in foreign languages. The focus is on the intersectional influence of the gender variable on listening comprehension, reading, and writing. The initial results show that the performance of boys and girls in foreign languages varies depending on the target language and linguistic skill. While significant differences in performance were observed in favor of girls in French, small and insignificant effects in favor of boys were measured in Spanish. The following results of the regression analyses provide information on how the influence of gender on performance can be classified according to social, cognitive, and affective factors, demonstrating that, in the case of French, gender and socioeconomic background continue to be factors that greatly influence learning success, while in Spanish, affective factors were revealed to be decisive. Finally, the discriminant analyses show which factors have the greatest predictive power for students' gender, revealing a strong influence of teachers' and parents' expectations for French and relatively equal results for different affective factors in Spanish.
APA:
Uhl, P. (2024). Writing, reading, and listening comprehension in Spanish and French as foreign languages: Gender as an intersectional effect. In Jonas Grunke / Andrea Pešková / Christoph Gabriel (Eds.), Spanish as a second and third language Approaching the linguistics-didactics interface. (pp. 119-146). Berlin: Frank & Timme.
MLA:
Uhl, Patricia. "Writing, reading, and listening comprehension in Spanish and French as foreign languages: Gender as an intersectional effect." Spanish as a second and third language Approaching the linguistics-didactics interface. Ed. Jonas Grunke / Andrea Pešková / Christoph Gabriel, Berlin: Frank & Timme, 2024. 119-146.
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