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调查了192名非专业英语大学生性别角色的情况,并考察性别角色和外语学习成绩的关系。研究结果显示:双性化和未分化的被试占主导,比例远远高于男性化和女性化;性别角色呈现动态变化的趋势;不同性别角色的被试在学习成绩上差异显著,表现在未分化类型被试成绩显著低于其他三类被试;女性特质与学习成绩呈显著正相关,但对学习成绩的贡献有限。这说明学习成绩还受到其他诸多因素的影响。最后,基于复杂理论探讨研究结果对中国英语教学的启示。
Investigated the gender roles of 192 non-English majors and examined the relationship between gender roles and language achievement. The results showed that the proportion of both sexes and undifferentiated dominance was much higher than that of masculinity and feminization; the gender roles showed a tendency of dynamic change; subjects of different gender roles had significant differences in their academic performance Undifferentiated types of subjects were significantly lower than the other three types of test subjects; women’s traits and academic performance was significantly positively correlated, but the contribution of academic performance is limited. This shows that academic performance is also affected by many other factors. Finally, the enlightenment of the research results on Chinese English teaching based on complex theory is discussed.