The Differences and Solutions of Male and Female S

TheDifferencesandSolutionsofMaleandFemaleStudents’EnglishLearningTheDifferencesandSolutionsofMaleandFemaleStudents’EnglishLearning【abstract】inchina,femalestudentsalwaysperformbetterthanmalestudentsinenglishlearning.thisthesisseekstotacklethedifferencesbetweenmaleandfemalestudents，aimingtouncoverthecausesofthedifferencesandexplorethesolutionsformaleandfemalestudents’englishlearning.【关键词】maleandfemalestudentsenglishlearningdifferencessolutionsinchina,femalestudentsalwayshavebetterperformancethanmalestudentsinenglishlearning.whatcausedthedifferencesbetweenmaleandfemalestudentsinenglishlearning?andwhatcanwedotodealwiththedifferences?ⅰ.differencesbetweenmaleandfemalestudents1.1biologicaldifferencesbetweenmaleandfemalestudentsfirst,scientificresearchhasfoundthattheleftbraindominateslanguageandlogicalanalysis,rightbraindominatesimaginablethinkingandintuition.females’leftbrainfunctionbetterthanmales’,itspecializesearlieranddevelopsinahigherlevel.thesemakethefemalestudents’languageabilityissuperiortomalestudents,anditmakesfemalestudentsbelikelytopayattentiontodetails.males’rightbrainissuperiortofemales’,somalestudentsaregoodatdealingwithspatialrelationshipsofinformationandanalyzing.1.2psychologicaldifferencesbetweenmaleandfemalestudents1.2.1intelligencedifferencethemaleandthefemalearedifferentinsuchareasasperception,memoryandthinking.thefemaleisgoodatlisteningandspeechperception,whilethemaleisgoodatvisionandspatialperception.inaddition,accordingtothecharacteristicsofpeopleintheprocessofperception,consciousnesscanbedividedintothreetypes:analytical,integratedandanalytical-integratedanalysis.it’sobservedthatfemalestudentsleantotheanalyticalanalysis,andmalestudentsleantotheintegratedanalysis.ontheproportionofanalytical-integratedanalysis,femalestudents’proportionishigherthanmalestudents’.generallyspeaking,femalestudentsaregoodatimagememory,emotionandmotormemory,malestudentsarerelativelygoodatlogicmemory.onthememorymethod,ingeneral,girlsareslightlydominantinunconsciousmemorizingandmechanicalmemorizing.inconsciousandmeaningmemorizing,themalestudentsarebetterthanfemalestudents.onthinking,studiesathomeandabroadhavethesameviews,thatisfemalestudentshaveimaginablethinking,theyareinclinedtoresolvetheproblemwithimages;malestudentsthinkmorelogically,theyareaccustomedtosolvingproblemswithabstractthinking.onthequalityofthinking,malestudentsareslightlysuperiortofemalestudents.thinkingqualityincludesdepth,flexibility,ingenuityandagility.butfromtheviewofenglishlearning,femalestudents’thinkingisbetterthanmalestudents’becausefemalestudentspreferimaginablethinkingwhichisusedtofineprocessing,anditiscautiousandslow,butmoreaccurate.andmalestudentsaremoreimpulsive.1.2.2differencesoflearningmotivationstudieshaveshownthatfemalestudentsaremoreinterestedinenglishlearning,andtheyhaveobvioustendencytointrinsicmotivation.malestudentsarenotveryinterestedinenglishlearningingeneral,theyalwaysurgedbyparentsandteachers.theyaremorepassiveinenglishlearningandhavestrongerexternalmotivation.1.2.3differencesofpersonalitymales,ingeneral,areconfident,brave,independent,open-minded,careless,impatient,progressive,theyhavemoreemotionalfluctuations.femalesgenerallyarecalm,patient,meticulous,serious,timid,shy,vulnerableandsoon.onthepersonalitytypes,malesaremostlyextroversive,independent,andstrong;mostfemalesareintroversive,submissive.malestudentsaremorewillingtoshowtheminthelearningprocess,especiallyinspokenenglish,butsometimestheytendtobetooimpulsive.theythinktoohurriedly,andtheanswersarenotaccurateenough.whilefemalestudentsarenotconfidentenough,theythinkcarefullyandtheiranswersaremoreaccurate.1.2.4differencesofcognitivestylefield-independentlearnersoftenperceivethingswithinternalreferencesratherthanexternalreferences.theyjudgthingsintheirownstandard,andtheyarenotverygoodatgettingsocialinformationandfeelfreefromtheinfluenceofexternalinformation.theiremotionalexpressionsareconfident,self-reliant,braveandcombative.theyarenotgoodatcommunicatingwithothers.field-dependentlearnersaremoredependentonexternalreferenceswhenperceivethings.theylikeassociatewithothersandpaymoreattentiontosocialinformation.theyaregoodatimitatingandeasytobeinfluencedbyothers,andtheycannotdifferentiatethingsfromthecomplexsituationincludinganumberofelementsandcomponents.1.2.5differencesoflearningstrategieslearningstrategiescanbedividedinto:cognitivestrategies,metacognitivestrategies,emotionalstrategies.thesurveyshowedthat:femalestudentsoutperformmalestudentsinapplyingcognitivestrategiesandmetacognitivestrategies.abouttheemotionalstrategy,malestudentsareslightlysuperiortofemalestudents.butsometimes,whenfacingdifficultiesthatappearintheenglishlearning,femalestudentsperformancebetteratrelievingtheirnegativeemotions,suchasusingwordsandsoon.malestudentsaretypicallynotgoodatgivingventtotheirfeelings.thelong-termdepressionandanxietywilldeepentheirboredomfeelingofenglishlearningandevenmakethemfeartoenglish.onthewhole,femalestudentsaremoreactivethanboysontheuseofenglishlearningstrategies,inordertoachievebet