Sex Differences in Self‐Reported Beliefs About Foreign‐Language Learning and Authentic Oral and Written Input

Susan M. Bacon · Michael D. Finnemann

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Second Language Learning and Teaching

Abstract

This study examined differences in the self‐reports of men and women regarding their attitudes, beliefs, strategies, and experience in language learning. Nine hundred and thirtyeight students of Spanish at two large institutions responded to a questionnaire that had previously yielded 11 stable factors (Bacon & Finnemann, 1990). Through discriminant analysis, we could distinguish between the responses of men and women on two language‐learning factors (LL), two dealing with authentic input (AI), and two exposure variables. The discussion includes a justification for using discriminant analysis as a statistical tool in second‐language attitude and belief research.

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1972Attitudes and Motivation in Second-Language Learning 1986Comparison of five rules for determining the number of components to retain.1990Learning Strategies in Second Language Acquisition 1989Variables Affecting Choice of Language Learning Strategies by University Students 1988A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement.1987Talking to Learn: Conversation in Second Language Acquisition 1989Comprehensible Output as an Outcome of Linguistic Demands on the Learner 1988Effects of Sex Differences, Career Choice, and Psychological Type on Adult Language Learning Strategies

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