Student control in the second language classroom: an analysis of gender differences

Abstract

Male disinterest in second language (L2) programs has in recent years been well documented. In attempt to explain the lack of male participation recent studies have suggested that traditional teacher-centered second and foreign language classrooms deprive males of the internal control they crave. Using data from a large-scale study by Author (2006), in this article the researcher attempts to determine if gender differences exist in perceptions of control in the L2 classroom and further, if perceptions of control appear to be an important factor in whether or not students pursue L2 studies. Approximately 500 students studying French as a second language in Grade 9 completed a questionnaire. The data were then explored in interviews with students and teachers. Results suggest that control is an important factor in the decision to study French and that boys perceive themselves to have less control in the L2 classroom than do girls. Suggestions for how such gender differences can be addressed are also discussed.