我国英语教科书中性别歧视研究[论文]
分析英语中的性别歧视现象[开题报告_文献综述毕业论文]
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毕业论文开题报告英语分析英语中的性别歧视现象一、论文选题的背景、意义（一）背景及意义语言是折射社会生活的一面镜子,社会价值观影响着人的语言使用。
在英语使用中,性别歧视现象屡见不鲜。
性别歧视是由于人的价值观的不同而产生的,这种不公平的价值观来源于社会的各个方面对人思维的影响,并体现在人们的日常活动中,进而使得语言使用也带上性别歧视的色彩。
不管社会发展到何种程度,人们对于男女性别的区别对待不会中止,因而性别歧视这个话题是社会科学学者们孜孜不倦钻研的一个课题。
语言中的性别歧视是在揭示了语言的不对称现象以后提出的。
其理论依据是“萨丕尔-沃尔夫假说”：语言不仅仅是社会的产物，它还能反过来影响人的思维和精神的构建。
一般而论，语言性别歧视一词为其通称说法，泛指语言使用中的诸种性别歧视现象；性别歧视语言一词为其实指内容，专指各种含有性别歧视的具体语言表现形式。
传统的西方社会，妇女在整体上是低于男人的等级。
在经济生活、司法事务和家庭生活中，她们普遍受到歧视占统治地位的观念认为，妇女附属于男人(父亲或丈夫)，她们愚昧和低能，不能参与政治生活，不能享用任何政治权利，不能拥有独立的政治地位。
千百年来，三大宗教的教规、教义无不在体现性别差异的同时，贬低女性的羸弱。
绝大多数宗教都崇尚家庭，主张妇女驯从和服务于丈夫，不同的宗教从各自的角度均肯定妇女次于男性的地位。
16世纪以后，女子教育又始终掌握在教会的手中。
教会的目的既简单又实际，一方面给女子找一些东西学习，以免她们无所事事、想入非非；另一方面通过教育，把她们培养成驯服、贞洁的基督徒，善于做女红的妻子和母亲。
直到19世纪80年代，教会对妇女教育的垄断权才开始松动，欧洲的女子教育才逐步向世俗化、公共化和高层次化发展。
这些都是造成语言对女性性别歧视的社会原因。
语言是思想的直接体现，它作为人类思想的载体和主要的交际媒介，直接反映语言使用者的思想和价值观。
在社会语言学看来，语言性别歧视现象的研究，不单纯是一个语言学的问题——语言学家应该透过这种表面现象，结合语言哲学研究、语言文化研究、社会学研究，以及认知科学研究，采用一种崭新的观察视野，探索语言与思维关系问题，揭示语言使用过程中的亚文化现象，研讨大众意识对语言改革的影响，考察语言在人类认识和表述世界过程中所起的双重功能。
人教版高中英语教科书中的性别歧视
人教版高中英语教科书中的性别歧视
在人教版高中英语教科书中，存在一些性别歧视的问题。
首先，在一些课文和练习中，女性的角色和形象往往被简单化
和限制化。
例如，在一些家庭场景中，女性往往被描绘为家庭主妇、母亲，而男性则被描绘为家长、提供者和领导者。
这种刻板印象会
影响读者对性别角色的认知和态度。
其次，一些课文中也存在对女性的歧视和不公平。
例如，在一
些文化传统与性别角色相关的课文中，女性往往被描绘为被动、需
要保护和服从男性的形象，而男性则被描绘为独立、强大和有权力
的形象。
这种不平等的描绘和角色分配不仅会影响女性自我认知和
发展，也会对男性的观念和态度造成不良影响。
解决这些问题的方法是要在教学过程中增加对性别平等、性别
认知和性别差异的讨论和引导，致力于打破性别刻板印象和不平等。
同时，也需要教师和编写教材的人员不断反思、审视和改进，致力
于创建一个更为开放、平等和包容的教学环境。
我国初中英语教科书中的性别歧视现象研究初中英语教科书人物
《我国初中英语教科书中的性别歧视现象研究|初中英语教科书人物》摘要：就语言中的女性歧视现象而言，潘建（2001）将英汉两种语言中的性别歧视现象做了比较研究，表1 初中英语教科书杰出人物性别统计表次数八年级（下册）九年级（全一册）合计男性 9 11 20 所占比例 75% 78.57% 76.92% 女性 3 3 6 所占比例 25% 21.43% 23.08% 表2初中英语教科书插图中性别统计表次数八年级（下册）九年级（全一册）合计男性 94 116 210 所占比例 68.12% 58% 62.13% 女性 44 84 128 所占比例 31.88% 42% 37.87% 在语言方面，从三个方面进行了统计：表示女性职业的词，如：women police officers，women doctors，actress，policewoman，waitress，英语语言性别歧视现象实例研究[J]. 语文学刊（高教•外文版）,2008,8. [2]李晓惠.周民.《大学英语》精读练习题中的语言性别歧视[J].理工高校研究，2004（1）.[3]潘建. 英汉语言性别歧视的比较研究[J]. 外语与外语教学,2001,3. [4]于国华. 必须抓好教材建设[J].求是,1996(22). [5]赵蓉晖. 语言与性别一口语的社会语言学研究[M].上海：上海外语教育出版社，2003．作者简介：董晓娜（1987--），女，中国矿业大学硕士研究生在读，研究方向：二语习得摘要：本文主要运用定量和定性分析相结合的方法，从内容和语言两个层面对我国人教版初中英语教科书是否存在性别歧视现象进行了探讨。
结果发现，该套教科书中仍存在语言方面的性别歧视。
关键词：歧视性语言；思维；教科书This research takes the quantitative and qualitative methods to study the sexism in English textbooks in junior high school from the perspective of language and gender. The results show that the phenomenon still exists in the textbooks. Key words: sexist language; thought; textbooks 一、引言教材建设是整个教育工作中的重要组成部分（于国华，1996），英语教科书在我国英语课堂教学中扮演着重要的角色，如果教科书中存在着性别歧视现象，那么将会对学生的认知发展产生不良影响。
《2024年英汉语性别歧视现象的对比研究》范文
《英汉语性别歧视现象的对比研究》篇一英汉语中性别歧视现象的对比研究一、引言性别歧视是一种普遍存在的社会现象，它不仅存在于个人行为中，也反映在语言和文化中。
本文旨在对比研究英汉两种语言中性别歧视现象的差异和共性，以促进对性别平等和多元文化的认识和理解。
二、英语中的性别歧视现象在英语中，性别歧视主要表现在语言、教育、职场等多个方面。
首先，在语言层面，英语中存在大量的性别特指词汇，如“he”和“she”的使用，这种特指往往反映出社会对男性和女性的刻板印象。
此外，一些职业、职位往往被赋予特定的性别属性，如“male-dominated industry”（男性主导的行业），这无疑限制了女性在这些领域的职业发展。
三、汉语中的性别歧视现象在汉语中，性别歧视现象同样普遍。
一方面，汉语中的词汇往往没有明确的性别区分，如“他”可以指代男性或女性。
然而，在具体语境中，人们的语言习惯往往不自觉地反映出对性别的刻板印象。
另一方面，在教育和职场方面，女性在职业选择、晋升机会和薪资待遇等方面仍面临诸多不公。
四、英汉性别歧视现象的共性与差异英汉两种语言中的性别歧视现象存在共性，即都受到社会文化、传统观念等因素的影响。
然而，两者也存在一定差异。
在英语中，性别特指词汇的使用更为普遍，反映了西方社会对性别角色的重视；而在汉语中，虽然缺乏明确的性别词汇，但语言习惯往往在无形中反映出对性别的刻板印象。
此外，英汉两国在政策、法律等方面对性别平等的重视程度也存在差异。
五、应对策略与建议为消除英汉语言中的性别歧视现象，需要从多个方面入手。
首先，提高公众对性别平等的认识和理解，改变传统的性别观念和刻板印象。
其次，政府应制定相关政策和法律，保障女性在教育和职场的平等权利。
此外，媒体应积极传播正能量，宣传性别平等的理念和价值观。
在语言层面，可以通过教育引导人们正确使用语言，避免无意中传播性别歧视的观念。
六、结论通过对英汉语中性别歧视现象的对比研究，我们可以看到，性别歧视是一种复杂的社会问题，它不仅存在于个人行为中，也反映在语言和文化中。
《2024年英汉语性别歧视现象的对比研究》范文
《英汉语性别歧视现象的对比研究》篇一英汉语中性别歧视现象的对比研究一、引言性别歧视是一个普遍存在的社会问题，不仅在各个国家中存在，也在不同的语言文化中有所体现。
本文旨在对比研究英汉两种语言中性别歧视现象的差异和共性，从而更深入地理解这一社会问题。
二、英汉性别歧视现象的概述1. 英语中的性别歧视现象在英语中，性别歧视现象主要体现在语言、教育、职场、媒体等多个方面。
在语言方面，一些词汇和表达方式往往带有性别刻板印象，如对女性职业角色的限制、对男性领导力的过度强调等。
此外，在教育和职场中，女性往往面临着机会不均、晋升困难等问题。
2. 汉语中的性别歧视现象在汉语中，性别歧视现象同样普遍存在于语言、教育、职场等多个领域。
在语言方面，汉语中也有一些带有性别刻板印象的词汇和表达方式。
例如，一些职业往往被视为“男性职业”或“女性职业”，这种观念限制了人们的职业选择。
此外，在教育和职场中，女性也常常遭遇不平等待遇。
三、英汉性别歧视现象的对比分析1. 词汇和表达方式的对比英汉两种语言中，都存在一些带有性别刻板印象的词汇和表达方式。
然而，由于历史、文化、社会背景等方面的差异，两种语言中的性别歧视词汇和表达方式有所不同。
例如，英语中可能更多地使用“man”或“male”来指代某个职业或群体，而汉语中则可能更多地使用一些具有明显性别倾向的词汇。
2. 社会结构和观念的对比英汉两种语言所反映的社会结构和观念也存在差异。
在英语国家，尽管性别平等的观念已经得到广泛传播，但在实际生活中，性别歧视现象仍然存在。
相比之下，汉语国家在传统社会中可能更加注重男性的地位和权力，因此性别歧视现象可能更为明显。
然而，随着社会的发展和观念的转变，两种语言中的性别平等观念都在逐渐普及和加强。
四、应对英汉性别歧视现象的策略为了消除英汉两种语言中的性别歧视现象，需要采取一系列策略。
首先，加强性别平等教育，提高人们对性别平等重要性的认识。
其次，推动相关法律法规的制定和执行，保障男女平等的权利和机会。
英语语言中的性别歧视分析研究(DOC)
英语语言中的性别歧视现象分析研究摘要：语言是文化的一部分，是文化的载体，并对文化起着重要作用，而男性和女性的种种差异也必须通过语言传达出来。
英语作为一个为世界上许多国家所讲的语种，在很大程度上存在着语言上的性别歧视。
本文通过称谓、词法、语法、语义四个方面对性别歧视现象做一详细讨论，最后对这种现象形成的原因进行阐释，进而从语言释义的角度寻求女权维护的渠道。
关键词：性别歧视；称谓；词法；语法；语义一．语言中体现的“男尊女卑”观念概述语言是社会发展的产物，也是社会生活的一面镜子，从中国父系氏族时期，就孕育了“男尊女卑”的观念，然而“男尊女卑”并非中国独有，在标榜人权、平等的西方国家也广泛存在。
现代女权运动轰轰烈烈的发展形势正是对这一男女不平等现象的反抗和反映。
近几年来，世界各地关于男女平等的呼声越来越高，可以说社会生活的各个领域都感受到了这一时代趋势。
语言当然也要顺应历史的发展而向前发展，但英语语言中的性别歧视又是颇具意义的语言障碍。
假设能够列举英语语言中性别歧视现象的诸多表现形式，分析其产生的原因，并就如何解决这一问题提出中肯建议，将对女权运动的深入开展以及社会的和谐发展产生深远影响。
二．语言中性别歧视的表现形式1.称谓及构词法中的性别歧视在英美社会中，性别歧视现象根深蒂固。
对妇女的歧视，首先表现在社会以男性为出发点，男性的意志常常就是整个社会的意志。
例如男女取名方面就有很大差异：女性名字常取之于弱小的动物。
如：fawn(幼鹿)，jeminni(鸽子)，Vanessa(蝴蝶)等；而男性的名字则多取之于与上帝、武器、搏斗有关，或与学问、权威、名誉有关。
如Jerome(神圣生活)，Michael(似上帝)，Edgar(华美的矛)，Giles（盾），Abraham(圣母)等；再比如：男英文符号为He，再看女，英文符号为She,从称谓的表现形式来看，明显可以看出，She是在He的基础上添加附属符号“s”而生成的，这足以证明女性是依附于男性而存在的；在社会习俗上，对未婚的女子称Miss(小姐)，婚后改称Mrs(太太)，而对男子不论婚否一概称之为Mr(先生)。
我国高中英语教科书中的性别歧视现象研究
我国高中英语教科书中的性别歧视现象研究最近，性别歧视问题引起了高度关注。
越来越多的学者把目光投向了学校教育领域，深入研究学校中是否存在性别歧视问题。
《我国高中英语教科书中的性别歧视现象研究》为相关问题研究提供了依据，研究显示，在我国高中英语教科书中存在明显的性别歧视现象。
首先，在某种程度上，英语教科书中的语言特征本身存在性别歧视。
研究发现，由于繁琐的文法规则，英语教科书中的大多数句式往往是男性主导的，男性被描述为主动，女性被描述为被动，甚至被消隐。
语言上的性别歧视给英语学习者造成了误导，也给性别歧视问题带来了负面影响。
其次，许多高中英语教科书在内容上存在性别歧视问题。
英语课本中大多数主要角色都是男性，而女性角色往往被描述单一，只负责家务劳动和抚养孩子，这种思想实际上存在性别歧视，把男性排在社会中的优越地位，把女性视为家庭阶级。
此外，在英语课本中，男性的文化特点往往被赋予最高价值，他们的道德品质、技能，以及其他特征得到了高度赞美，而女性的特点则被忽视，往往只被描述为温柔、善良，这也容易造成性别歧视。
因此，要想克服英语教科书中的性别歧视现象，必须采取有力措施，调整英语课本的文本内容，积极引导学生们建立正确的性别观，增强他们的性别意识，增强性别平等的意识。
首先，英语教材应尽可能使用褒义性的语言，尊重女性，不偏向任何一种性别，平等对待男女。
在英语课本中，也应消除对女性的歧视，在讲述故事时应当遵循客观、公正、全面的原则。
其次，应注重英语课本中多样性的描述，促进男女在社会上的平等，鼓励女性努力奋斗，鼓励男性胸怀宽广，参与家务劳动。
此外，要把性别平等的理念融入英语课本，给学生们以正确的思想。
最后，要加强英语教学实施的监督。
英语教师要加强对学生的教育，引导他们养成正确的性别意识和价值观，勇于反对性别歧视，坚定不移地坚持平等和社会公正的原则。
总之，英语教科书中的性别歧视是一个严重的问题，必须采取有效措施，积极推动英语教材的改革，努力构建性别平等的社会。
英语中的性别歧视现象
英语语言中性别歧视语言现象英语中的性别歧视现象[论文关键词]性别歧视词汇文化[论文摘要]语言在社会生活中处于十分重要的地位,它的使用从一个侧面反映社会思想,态度和文化。
着重论述了存在于英语中的性别歧视现象以及产生原因,同时又对如何消除性别歧视作了简要的论述。
语言性别歧视是指偏袒或凸显一性别、损害或无视另一性别的一种语言现象。
在这个以男性为中心的人类社会里,性别歧视几乎存在于所有的语言当中,英语也不例外。
本文拟对英语中常见性别歧视语的表现形式以及导致性别歧视的原因进行探讨和解析。
一、英语中性别歧视的表现(一)从词汇方面反映出的性别歧视“语言的词汇就像一面镜子, 社会上各种不平等现象, 包括性别歧视, 必然反映在词汇上。
”英语作为性别歧视性的语言, 其本身就带有明显性别歧视标记的因素, 其中在词汇方面的反映尤为如此。
1.构词上的不平等现象英语中除了极少数的,如bride (新娘) - bridegroom(新郎) 外,都是阳性名词为构词主体,加后缀构成阴性名词,这种现象体现了一种所属关系。
例如: host - hostess , manager manageress,princeprincess,hero - heroine等。
这些与阳性名词相对应的特指女性的词,即标记女性词汇,往往有它特定的含义。
第一,标记女性词后缀的使用说明该词指女性(如heroine) 或指某人的妻子(如duchess)。
第二,非标记男性词汇可指男性或全人类,而标记女性词汇却只能指女性(如author - authoress) 。
第三,标记女性词后缀具有附加涵义。
以manageress 一词为例,这个词暗示着较为次要或低下的地位。
2.词义内涵反映性别歧视英语中的woman, female 是通常用来指代成年女性的名词。
它们有各自的词义内涵和使用范围, 但相同的是, 这些词都被社会赋予了对妇女歧视的负面意义。
以下从语义和词源的角度各自作以说明。
我国英语教科书中的性别歧视研究
我国英语教科书中的性别歧视研究作者：汪珍来源：《考试周刊》2013年第49期摘要：本文运用定量分析和文本分析两种方法，探究对全国中小学教材审定委员会2003年初审通过的义务教育课程标准实验教科书英语（新目标）STUDENTS’BOOK教材中是否存在性别歧视现象，结果发现该套教材中存在性别歧视现象。
并且针对如何避免性别歧视现象提出了合理化的建议。
关键词：英语教科书性别歧视语言认知一、引言教师、教材、教学设备是办好学校、培养好学生的三大要素，教材建设是整个教育工作的重要组成部分（于国华，1996）。
教科书在学生的学习过程中扮演者重要的角色，因此从社会语言学的角度研究教材中的性别歧视现象具有重要的意义。
如果教科书中存在性别歧视现象，会对学生的认知产生不良影响。
本文所研究的性别歧视是狭义的性别歧视，即是对女性的性别歧视，因为广义上的性别歧视还包括对男性的性别歧视。
通过运用定量分析和文本分析的方法探究教材中的性别歧视现象，为以后教材的编写与审定避免性别歧视等有一定的意义。
二、文献综述潘建（2001）通过列举大量的实例，将英汉语言中的性别歧视现象做了对比研究，以体现英汉语言中的性别歧视的差异。
高月琴（2008）在研究英汉语言性别歧视现象是否呈减弱趋势时，主要通过对比20世纪60年代与90年代以后出版的美国《读者文摘》各300篇文章的语言及内容。
曾天山（1995）在研究男女在角色数量、职业特点等方面存在显著差别的是，通过研究人教版小学语文和中学英语教材中的性别歧视现象。
李晓惠、周民（2004）则选取了《大学英语》精读练习题中体现出的语言性别歧视现象进行了研究。
以上的研究都是通过大量的实例来分析的，但是没有从语言与认知的角度进行分析这一现象产生的原因，以及对避免这一现象的发生提出合理化的建议。
本文通过对新版人教版的初中英语课本八年级上册和八年级下册研究，试从语言与思维的关系层面分析产生歧视的原因（注：因为八年级和九年级的学生相对于七年级的学生来讲认知有了一定的基础，而且在七年级的书本中主要侧重的是对话，可供选择的文本材料太少。
英语语言中的性别歧视现象探析
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ｔｒｐｅｉ ｎ－ ｆ ｌｐｅｉｅｔ等 等 。 英 语 中 ， ｏ，ｒ ｄ ｔ ｅ ｅ ｒｓ ｎ， ｓｅ ｍａ ｄ 在 阳性 名 词 后 加 后缀 构 成 阴性 名 词 ，Ｈ ｌ ｔ （ 民 ） ｅ ｃ ｅ ｓ 女 选 民 ） ｃｎ ￣ ｅ ｃｏ 选 ｅ ｒ 和 ｌ ｔ ｓ（ ｅｒ ，ｏ ． ｄ ｃ ｒ 男 售 票 员 ） ｏ ｄ ｃ ｅｔ（ 售票 员 ） ｅ ｅ ｕ ｒ 执 行 人 ） ｎｔ （ ｏ 和ｃ ｎ ｕ ｔ ｔ 女 ｒ ｅ ，ｘ ｃ ｔ （ ｏ 和ｅ ｅ ｕ ｘ 女 执 行 人 ）ｅ ｇｅ 雄鹰 ） ｅ ｇ ｓ （ 鹰 ） 。 巴 伦 ｘｃｔ （ ｉ ｒ ，ａ ｌ （ 和 ａｌ ｓ雌 ｅ 等 （ ａｏ ， ９ ６ 指 出 ： 在 许 多 情 况 下 ， 用 标 明 女 性 性 别 的后 Ｂ ｒｎ １ ８ ） “ 使 缀 就 暗示 了 阴性 名 词 是 从 阳性 名 词 中 派生 出来 的 ，它 是 次一 级 的， 者说低一等 的。 ” 后 传 统 的后 缀 “ ｅ ｅ ， 以说 具 有 一定 的 代 表 性 。 英 语 一ｔ ”可 ｔ 在 中 “ ｅ ｅ 常 常 用 于 表 示 “ 型 的 “ “ 小 的 ” 意 思 ． 有 一ｔ ” ｔ 小 、微 等 具 “ 碎 ” “ 薄 ” “ 浮 ” 内 涵 。 当 “ ｅ ｅ 作 为 后 缀 构 成 琐 、浅 、轻 的 一ｔ ” ｔ
我国英语教科书中的性别歧视研究
教师 、 教材 、 教 学设备是办 好学校 、 培 养 好 学 生 的 三 大 要 素 ，教材 建设 是整 个教 育工 作 的重 要 组 成部 分 （ 于 国华 ， １ ９ ９ ６ ） 。 教科 书 在 学 生 的 学 习 过 程 中扮 演 者 重 要 的角 色 ， 因此 从 社 会 语 言 学 的角 度 研 究 教 材 中 的 性 别 歧 视 现 象 具 有 重 要 的 意义 。 如果 教科 书 中存 在 性 别 歧 视 现 象 ， 会 对 学 生 的认 知 产 生 不 良影 响 。 本 文 所研 究 的性 别 歧 视 是 狭 义的 性 别 歧 视 ， 即是 对 女 性 的性 别 歧 视 ， 因为 广 义上 的 性 别 歧 视 还 包 括 对 男 性 的性 别 歧 视 。通 过 运 用 定 量 分 析 和文 本 分 析 的 方 法 探 究 教 材 中 的 性 别 歧 视 现 象 。为 以后 教材 的 编 写 与 审 定 避 免 性 别 歧 视 等 有 定 的意 义 。 二、 文 献 综 述 潘建 （ ２ ｏ ０ １ ） 通过列 举大量 的实例 。 将 英 汉 语 言 中 的 性 别 歧 视 现 象 做 了对 比研 究 。以 体现 英 汉 语 言 中的 性 别 歧 视 的差 异 。高 月 琴 （ 加０ ８ ） 在 研 究 英 汉 语 言性 别 歧 视 现 象 是 否 呈 减 弱 趋 势 时 ．主 要 通 过 对 ｋ ｋ ２ ０ 世 纪６ ０ 年 代 与９ ０ 年 代 以后 出版 的美 国《 读者文摘》 各３ ０ ０ 篇 文 章 的语 言及 内容 。 曾天山（ １ ９ ９ ５ ） 在 研 究男女在角色数量 、 职 业 特 点 等 方 面 存 在 显 著差 别 的是 ， 通 过 研 究 人 教 版 小 学 语 文 和 中学 英 语 教 材 中 的 性 别 歧 视 现 象 。李 晓惠 、 周 民（ ２ ０ ０ ４ ） 则选取 了《 大 学英语 》 精 读 练 习 题 中体 现 出 的语 言 性 别 歧 视 现 象 进 行 了研 究 。 以上 的 研 究都 是 通 过 大量 的实 例 来 分 析 的 ． 但 是 没有 从 语 言 与 认 知 的角 度 进 行 分 析 这一 现 象 产 生 的 原 因 ． 以及 对 避 免 这 现 象 的发 生 提 出合 理 化 的建 议 。 本 文通 过 对新 版 人 教版 的初
英语论文英语中的性别歧视.docx
The Sexism in English Language英语中的性别歧视Abstract Sexism in English language haslaunched along with the vigorous development of women‘ s liberation movement since the end of1960s. As a mirror reflecting the society language images the social views and values. Sexism insociety is thus inevitably reflected in the use of language. The paper based on the analysis of sexdiscrimination in English explores that it is by no means an extinction of sexist language so long asthe sexism in society exists. The causes of sexism in this thesis are the inequality between maleand female. In ancient time the thoughts that males host females and the treatment of women asinferiors to men are in vogue. Men are always at superior positions to women in the socialeconomy in t he politics as well as in the people‘ s traditional ideas so the idea of sex discriminationhas reflected in the language. The thesis summarizes the phenomena of sexism in English by usinguniversal evidence and they are shown and discussed in four aspects: English proverbs Englishexpressions English vocabulary and the meanings of English words. Lastly the thesis introducestwo feasible strategies to erase sexism in English language and they are: language reform andsocial reform. The most important one is to erase the sexist conceptions and improve women‘ sstatus respect and support them. The language transformation can be realistic on the basis of thesocial reform. Key Words Sexism female words masculine words strategies 摘要自 20 世纪 60年代起语言性别歧视已随着女性解放运动的展开而得到蓬勃发展。
英语中的性别歧视现象
中国的研究现状： 从21世纪开始越来越多人开始关注语言（特别是英语）中性别歧 视的情况。
1、白解红. 性别语言文化与语用研究[M]. 长沙：湖南教育出版社，2000。 2、陈桦. 词汇中性别歧视之探索[D].西南师范大学优秀硕博论文, 2005。 3、贺友龄. 汉字与文化[M]. 北京：警官教育出版社，1999。 4、 宋红波. 英汉语中的性别歧视及其改革[D] 华中师范大学优秀硕博论文， 2002。 5、孙汝建. 性别与语言[M]. 南京：江苏教育出版社，2001。 6、王玲. 英语中的性别歧视及其社会内涵[D]. 江西师范大学优秀硕博论文， 2004。 7、王锡芬. 英语性别语言研究[D]. 广西大学优秀硕博论文，2004。 8、王曰珠. 汉英谚语中共存的女性歧视现象及其原因[J]. 安徽大学学报， 2000(6)。 9、徐敏. 英语中的性别歧视[D]. 湖南大学优秀硕博论文，2001。 10、胡志清. 如何避免英语性别歧视语言,中国英语教学[M]. 北京：外语教 学与研究出版社， 2004 11、 秦秀白. 英语中的性别歧视现象的历时文化研究透视[J], 现代外 语.1996:35 12、徐敏. 英语中的性别歧视，湖南大学硕士学位论文. 2001
在学习生活中，学校和教师在长期的语言习得、文化传授 教学过程中都是偏向于中性表达法的。大家对于英语语言的性 别歧视观念十分模糊。而在大学更深入的英语学习中，该问题 在交流运用书写中大量涉及，不容忽视。此论题改变了大家对 女性的否定态度和在语言的改革方面起到了重要的推进作用。 有利于大家在英语学习中 , 规范自己的语言 , 在使用上尽量避免 带有性别偏见的语句。让大家在今后的英语学习生活与交流中 能够规避掉一些不必要的麻烦。
方法二：个案分析： 1）提到男女双方时，双方不是处于平等地位，而是男先女后。 King and queen, brother and sister, father and mother, boys and girls, husband and wife, Adam and Eve, man and woman, Mr. Lucas and his wife Louise. 2）一些形式上没有男性标志的词意，人们习惯上把它们当作是 男性词看待。 英语及其它讲英语国家的人习惯认为 professor, doctor, lawyer, surgeon, barrister, magistrate 等为男性，当我们听到有人说：My cousin is a professor 时，多数人会断定professor为男性。若要说 明这些词是女性的，一般可在前面加上 woman, lady, female 等 修饰语。如:woman professor, lady doctor, female worker等，这些 所谓的中性词的用法从一个侧面反映出旧社会中地位较高的职业 为男子所垄断，相反地teacher, nurse , secretary, model 等人们一 般认为是女性，如为男性时前面要加上 male 或是 man, 如 :male nurse, man teacher。这些习惯除了历史现实情况有关，也可以说 是一种社会偏见。
英语论文--性别歧视
中文摘要语言是表达观念的符号系统，作为一种社会现象的语言，必须会反映出人类社会的各种社会观念。
在英语使用中，性别歧视现象屡见不鲜。
从20世纪60年代起，英语语言中的性别歧视现象成为语言学家和对语言学感兴趣的学者们研究的热点问题，直到如今，这一课题任然吸引着中的学者就此研究的发展做出努力。
基于前人已取得的研究成果和语言学理论。
本文尝试从不同层面研究性别歧视的语言特征。
找出造成语言现象的历史、社会及文化原因。
最后得出结论，认为语言本质上是对社会的反应，如果社会不平等现象存在，单从语言学方面实现真正的平等只是空中楼阁，并提出了一些有效的降低语言中性别歧视的策略。
AbstractAs a phenomenon of society ,language reflects all sides of human society naturally .Sexual discrimination has been frequently observed in the use of English .Since 1960s ,sexism in English language has remained a heated topic for linguists and researchers who are interested in linguistic ,and till now it attracts a lot of linguistic learners to make progress in its study .On the basis of previous research and theories of linguistics ,the present thesis makes an attempt to analyze the linguistic features of sexual discrimination .There are three predominant factors attributing to the issue : morphological features ,semantic features and syntactic features .Through the tentative study of on the linguistic features the author find out the historical ,social and cultural reasons of this phenomenon .According to the above analysis ,the author draws the conclusion that language ,in essence ,is a reflection of society .If social inequality remains ,linguistists attempts to achieve real equality exclusively are empty talk ,and then raises some effective strategies to eliminate sexual discrimination in language.Key Words: Sexism, Linguistic features, Main Causes, Language strategiesⅠ.IntroductionAs a mirror reflecting social phenomenon as well as a communicating medium ,a language is also a description of people’s social concepts and customs .Sexism is a common social phenomenon in the western societies .Although women have achieved equal status in their society in the aspect of laws and politics ,there still exists a deep-rooted thought that women should be subject to men ,which nowadays has a profound influence on the development and application of language .This paper tries to have an analysis ,from linguistic features ,causes ,on sexism in English.1.1 Definition of Sexism in English languageThe origin of sexism is from religion .Almost all faiths assign woman a lower status .The Holy Bible infers that God had planned Adam but that Eve was created for the sole purpose of preventing him from being bored .Sexism is usually used to express men’s attitudes towards women .When applied to language .Sexism means that masculine forms and masculine marked words predominate .This biased representation of the sexes in language concerns the portrayal of men as the norm and women as the appendage or as the exception in language, which is often called linguistic sexism .1.2 Definition of linguistic featuresLinguistic features include morphological feature, semantic feature, syntactic feature and lexical feature etc. This paper will mainly focus on the morphological feature, lexical feature and syntactic feature. Morphological feature relates to the initial structure of words and of the rules by which words are formed. Lexical feature is considered to be the study of the usage of words. Syntactic feature deals with the interrelationship between elements of sentence included wordorder, naming and addressing system.1.3 The relationship between Sexism and Linguistic FeaturesThe phenomenon of sexism that is reflected in the English language should not simply be related to societies where they live, it is related to linguistic features as well. Linguistic features and sexism are closely related to each other. People created their cognition of the world through the meaning of language, and the linguistic features in return reinforce the sexism in language use. Sexism being a wrong attitude among people toward the current society must be eliminated.Ⅱ.Linguistic Features of Sexism2.1 Morphological AsymmetryWe have acquired that in this human society, although female stand for half of the world, however, female suffers discrimination in the use of language. In the morphological system, we can see that the English language has gender marking practice in human agent nouns which treats men and women differently, such as making woman invisible, secondary and trivial comparing with man.In the 1930s, the female linguist Greenberg took the lead in putting forward “the Marking Theory”. In this theory, two concept “marked” and “unmarked” were discussed, revealing the phenomena of sexism in English language. In other words, in the pair words describing the two genders of human beings, almost al l human the words connected to masculinity are “unmarked”, while feminine words are “marked” And this mark can be seen from its characteristics that a feminine is made by adding a bound morpheme to the end of a masculine word, or just it is a compound word itself.2.1.1 Sexism in the Use of SuffixesSuffix is a linguistic term referring to the addition of a morpheme to a core term which is unmarked or natural.It is not difficult to find the striking fact that considerable female terms are created by suffixation on the basis of the unmarked male terms, which might be the easiest feature to be notice among all phenomena shoeing sexism in English use.Examples are seen following:a. –ess: actress, benefactress, countess, deaconess, dictatress, duchess, empress, goddess, heiress, hostess, princess, waitressb. – ette: bachelorette, conductorette, coquette, hacktette, jockette, majorette, usherettec. – enne: comedienne, doyenne, tragedienned. – ine: concubine, heroineThe above listed suffixes are all that can be found in English used to specifically refer to the male words; these words contribute a lot to the notion that the female are always affiliated to the male, indicating a lower position for the former.2.1.2 Sexism in the Use of CompoundsEnglish is a kind of super masculine language. This can be easily seen in compound words formed by word plus man structure, such as chairman, businessman, policeman, spokesman, salesman, statesman, freshman, fireman, postman, dustman, milkman, etc. These words could not only refer to men but also refer to women.A speaker of a conference would be called “chairman” no matter whether there is a man or a woman standing on the platform. At present times, there comes a series of new words used to express the impartia lity for women, like “chairperson”, “madam chairman” ,however, they oftenoverlooked by people. Students that have just entered their colleges often say that “I am a freshman” and the speaker is not always a masculine one. The term “mankind” can be refer t o men and women when it is explained as “human beings”.Another example, in the case of salesman, there are also lots of female forms: saleswoman, salesgirl and saleslady. They seem like synonymous, but actually carry different social meanings. Salesgirl and saleslady probably works in a department store, supermarket or place like it selling goods in a kind of low position. If we want to refer to a woman who sells mainframe in a large corporation would be called saleswoman, or even salesman. It conveys an idea that the important position is more likely to be taken by woman or even man, but not girl or lady.2.1.3 Sexism in Some Special SituationAnd of course, there would be exceptions. Some feminine words are “unmarked”, while some masculine words are “marked”. Such examples could be seen from the use of “bride” and “bridegroom” .When women are get married to their husband, they will be called “bride” regarded to be a private property of the man, and this is always going with people’s traditional concep ts. Thus the word “bride” is unmarked, while its corresponding words “bridegroom” is marked. So are the pair “widow” and “widower”. Women will have widowhood when their husbands passed away, however, men might get remarried after their spouses’ death, and since this situation has taken place, men like this would no longer be titled as “widower”. Consequently, “widower” is a marked word. This special phenomenon has also reflected the sexual discrimination of the whole society towards women.2.2 Lexical Asymmetry2.2.1 Sexism in Generic PronounsGeneric pronouns are pronouns that are used to refer to, with equal likelihood, to women and men. But in linguistic reality,these generic pronouns are often represented by masculine pronouns, such as he,his, him.The sexism in English is to ignore women by allowing masculine terms to be used specifically refer to males and generically to refer to human beings in general. It is mainly shown in the pronouns: he, she, his, her, himself and herself. The pronoun system uses he, his, him, and himself both in the literal masculine sense and in the generic sense to mean a person of either sex. When such terms are used generically, misinterpretation can be resulted and females are unintentionally excluded from consideration.2.2.2 Sexually Words about SexV ocabularies concerning sex and sexual activity demenstrste better any other field in language. For examole, among the words for"untidy person",those for women outnumber those for men. Henley, who, as a part of a large study of slang managed to collect over 500 synonyms for prostitude, such as slut, slattern, frump, drab, dowdy, draggletail, trollop, bitch, But only 65 for the masculine sexual term such as client, goat, lecher, customer.Another example,though spinster/bachelor both means one who is not married, bachelor is at least a neutral term, often used as a compliment, and spinster is connected with connotation of prissiness, fussiness and so on. Examples alike are not rare in English and are constantly held up by feminist linguists: governor/governess, wizard/witch etc. according to Lakoff, the sexual definition of women, however, is but one facet of a much larger problem. In every aspect of life, a woman is identified in terms of the man she relates to, such as Mrs. John, John's wife, Harry's girl friend.From the above fact, we can infer that English has much more terms to descrrbe women than men in terms of sexuality. It is easy to conclude that sexual features of woman is a great concern of the society when describe female.2.3 Syntactic Asymmetry2.3.1Word orderSexism is also reflected in word order. Usually words denoting male sex are put in front of female terms. Some linguists made a hypothesis that in arranging word order, we are often used to following a "good to bad" sequence, such as good-bad, rich-poor, day-night, light-dark, big-little, life-death. They went further to claim that the arrangement of man-woman word order follows the same rule, which implies that men are superior and women inferior. It is not hard to find male-female word order pairs in English literature, newspaper, magazines as well as in speech, such as male and female, husband and wife, brother and sister, son and daughter, host and hostess, king and queen, Adam and Eve and so on. Such language phenomenon of making females comes second signifies that women have lower status or less importance than men and they are usually considered the weak sex in society.Particular cases in this issue exist, for example, bride and groom, and ladies and gentlemen. The former shows that marriage is important to women and the latter is influenced by notion of chivalry that men should protect women which develops to the later traditional custom of "lady first".And ironically, such interpretation of the two particular cases again leads to the interpretation of the thought that women are weaker than men, so that they should be protected,and women are born to be affiliated to men because only when it comes to marriage they become important.2.3.2 Sexism in Naming and Addressing System2.3.2.1 Sexism in naming conventionsNaming and addressing system in English language also treats women differently from men. This discriminatory practice functions as a way to mark the availability of women interims of marriage and reinforce the view that a woman is the property of a man. Therefore, the asymmetry found in the ways of naming and addressing males and females can be linked to the social imparity that exists between the two sexes.The act of naming a newborn baby is an important event marked by various kinds of traditions and rituals. Most communities, typically English-speaking societies, attach great importance to identifying an individual as male or female through naming conventions. Names which can be used for either sex are rare and usually distinguished by different spellings. As special signs indicating individuals in the society, names have some particular functions that no others can replace. With great symbolic values in most societies, forms of naming are used to reflect the social hierarchy and the bias against women.As generally considered, first names are chosen above all other considerations to reflect the child's sex. If you know someone who is expecting a baby and you ask what names are being contemplated, you will hear two lists-one for girls and one for boys. Most of the given names in English culture clearly carry feminine or masculine connotations. Such unsex names as Chris, Dana, Dale, and Lee are rarely seen.It is generally accepted one's given names which are enduringly connected with each person after his or her birth efficiently reinforce the male-female dichotomy within society. Therefore, apart from making the sex of the child, personal names for girls and boys tend to reflectstereotyped features of femininity and masculinity.2.3.2.2 Sexism in Addressing SystemIt is common in western languages that there is only one title for men, in English for example, Mr. (Monsieur in French, Herr in German, Senor in Spanish, Signore in Italian, etc.), which has nothing to do with the marital status of the man being referred to. On the contrary, titles for women are divided into two separate words, indicating the marital status of the referred woman. One can easily tell the difference between "Mrs. Darcy"and "Miss Elizabeth Bennet" is the term used for this woman named Elizabeth Bennet when she is not married, but as soon as she is married to a man surnamed "Darcy", she becomes "Mrs.Darcy". And it is interestingly enough that the married woman changes her surname into her husband's, while not vice versa. The exposure of marital status of the female and the doption of the husband's surname are usually regarded by scholars a kind of discriminatory practice.Second, the use of Ms.always brings forth another kind of discriminatory interpretation that if a woman is addressed Ms., she is likely to be thought of beingashamed of the fact of her marital status, either being unmarried, or probably beingdivorced, the reason of which might lie in her unpleasant appearance or inaffable characteristics.Ⅲ.The Main Causes of Sexism in English3.1 Historical PerspectivesThroughout history, men are dominant while women are obedient, and there has been discrimination against women. Women are not accorded the same social status as man, in spite of laws designed to prevent sex-based discrimination . To know why this happened we must look back to the old days.Thus, the origins of sexism can be traced to the sex roles that man and women occupied in prehistoric times. Because men were more muscular than women and did not bear children, they took the role of hunters.Women were engaged in food gathering and caring for children and the home. Although the sex roles of men and women were quite different, one was not valued over the other. But after animals were domesticated and the invention of the ox-drawn plow, men, the caretakers of animals, became more involved in agriculture. The status of women declined as their role of food providers diminished.In many European and other societies based on agriculture, land came to be the measure of wealth. Codes were developed to determine succession to an estate after its holder’s death. The major criterion for inheritance was whether the designated heir wastes legitimate offspring of the dead landholder. Since women bore the children, they became valuable property for their landholding husbands. To keep women in this position, laws were enacted that made them subservient to and controlled by their husbands. Further, norms that reinforced the legal status of women began to develop. For example, the negative views of women of medieval Europe probably were due that appeared in many of the religious tracts more to the isolation of women from the economic mainstream than to interpretations of the basic ideology of the church.The major breakthrough for women did not occur until the 19th century, under the impact of the Industrial Revolution. The development of industrial capitalism created the need for large numbers of workers in the newly established industries. Because women could work in factories and help their husbands accumulate capital, their status was again somewhat improved. Gradually,over a period extending well into the 20thcentury, women were permitted to make contracts, to buy and sell property, to vote and hold political office, to acquire the same education as men, and to put their education to practical use. But despite these advances, the second-class status of women had become so ingrained in society that justifications for it continued.Nineteenth century views of women persisted into the 20th century, even among women themselves. It was supposed that women, by their nature, could not take care of themselves and had to be protected by men. Women who did not need to gain an income were relegated to keeping house and raising children-functions that were not regarded as work. A woman's most important role was thought to be the moral development of her children. Although more women were being educated and entering professions, they were employed primarily as teachers, domestics, dressmakers, waitress; and laundry workers etc.Although women continued to enter the labor force in increasing numbers during the first three decades of the 20th century, public opinion remained strongly in favor of their staying at home with their families. During World War II, however, large numbers of men were taken from the civilian labor force, and women were encouraged to take their places. During this period, attitudes toward women working outside the home changed dramatically and a majority of the people in the United States thought that women could and should do so.After the war, when men returned to their original jobs, attitudes toward women as workers reverted to their former state. The percentage of women in the labor force continued to rise, but the popular image of women as homemakers remained. Female wage or salary earners were discriminated against in pay, promotion opportunities, and professional training. Discrimination against women in employment was not prohibited until the passage of the Civil Rights Act of 1964. Despite this law, the situation for female workers Thus, this has not markedly improved. Explanation of modern-day sexism proposes that it has its origins in along history of discrimination against women. Women continue to be treated poorly because of customs and social norms that developed over many centuries.3.2 Social PerspectivesSociety plays a key role in sexism in English. Both in society and family, men are put in the leading position and women are considered to be the attachment to men. Education they receive and mass media make a great different to the stereotype notion towards men and female.3.2.1 Educational InfluenceEducation is powerful in the sense that it may also serve to keep understanding our respective places in addition to its power to enable us our social position and thus empower us to act to change it. More specifically, schools are officially appealed for the responsibility of equipping students with the knowledge and skills they need to fill various roles in their society, which is accomplished primarily by requiring students to study subjects such as languages, arithmetics, actual principles, etc. Schools also teach students specific values and regularities in the society, politics and economics. This instruction may be achieved in a explicit way, for example by punishing students for not handing in homework on time, but these value messages are not directly shown in the text materials used to teach traditional academic subjects. Importantly, the significance of these values and regularities do not vanish or decrease in spite that they are hidden. Through it, students learn to view the world in particular ways.Apparently, teachers would without exception claim that they treat all their students fairly without distinguishing them by their sex. However, the true situation is that teachers are foundtypically to interact differently with their male and female students. They arrange seats for girls on one side of the room and boys on the other; they ask girls and boys to draw separate lines on the desk; they may organize teams for an arithmetics competition according to sex. It is also common for teachers to assign girls and boys different classroom work. It is understandable, though, because few preparation programs for teachers do anything to prevent it. In one study of teacher-education textbooks, for instance, researchers found that the problem of sexism in the schools is rarely addressed. In fact, the authors of these texts are sometimes guilty of sexism themselves.The messages that distinguish the sexes that teachers send to students are reinforced by the traditional texts available in elementary schools. Besides the academic subjects of their school's formal courses, the students also learn a set of values and expectations of a hidden curriculum, whose importance is even greater Even a book in the easy-to-read section of the library might teach the children that:” Boys eat, girls cook; boys invent things, girls use what boys invent; boys build houses, girls keep house" (Best 1983:62). Books also teach young children that the re’re things only boys can do and things only girls can do. Some publishers of children’s reading materials have kindly made a serious effort in recent years to eliminate gender stereotyping from these texts. There is evidence that the reading materials now available have been greatly improved in the matter of gender distinguishing, although there are still unfairness’s, such as the types of roles assigned to males and females in the stories, for example girls need to be rescued more than boys and boys are more adventurous than girls. The importance of using nonsexist text materials is underlined by the evidence which indicates that children do learn their hidden lessons quite well.Entering teenagers, children are still differently educated in secondary schools. At this age, both young men and women feel that they need to be popular with their classmates and schoolmates, but the methods and tactics of their success at this purpose are somewhat different. For teenage boys, the most important source of popularity is athletic excellence. A teenage boy tends to measure himself by what he can physically surpass others of his age, and "how he stacks up determines to a great extent his social acceptance by others and his own self-esteem" It is the one who is physically excellent who is regarded as a leader, by his peers as well as by teachers and parents. And a variety of stereotypically masculine skills and values are acquired via the pursuit of athletic gloriousness: aggression, endurance, self-confidence, teamwork, and so on. On the contrary, teenage girls are taught that to beic is "unfeminine" and schools enlarge this message with less funding for girls' sports items. Physical attractions and athletic ability are not their chief sources of popularity. Ins tead, what is most important to a teenage girl is having a boyfriend.” A girl may be bright, friendly, competent, and attractive, but without a boyfriend she lacks social validation of these positive attributes. It is as though being selected by a boy tells others that a girl is worthwhile"Teenage boys and girls are also expected to formulate their career goals in this part of life, though they differ with each other to a great extent. The career aspirations of teenage girl appear to be significantly lower than those of teenage boys with similar backgrounds and abilities. Even though they can see the majority of adult women around them working full-time outside the home, they continue to expect a rather traditional career for themselves. A number of studies have shown that while many high schools girls today express a preference for an egalitarian division of labor in the household, most still favor an arrangement in which the husband is the primary breadwinnerand the wife is responsible for housework and childcare, especially when there are young children at home . These traditional expectations are reflected in the homework girls are most often assigned in preparation for their future jobs. Those not planning to attend college are typically enrolled in sex-typed vocational training courses, such as home economics, cosmetology, and secretarial programs that prepare them to be homemakers or to take jobs with salaries far lower than the skilled trades that those in advanced mathematics and science that will prepare them to pursue further study for the most highly paid and prestigious professionsEducational bias exists even in colleges and graduate schools. "What's your major" is frequently asked among college students, and the responses reveal the fact that men and women continue to be concentrated in very different fields of study, especially in areas of engineering and physics, although there has been a rise in some areas of study whose students used to be mostly male . Male students tend to pursue degrees in engineering, architecture, the physical and natural sciences, computer science, and business, while women are heavily concentrated in nursing, home economics, library science, education, the social sciences, and humanities. However, within the latter two areas, political science, criminology, philosophy, and theology have a higher percentage of male than female degree recipients. This imbalance persists and worsens at the graduate level that the graduate degrees of men and women tend to be concentrated in different fields Why there is such a difference in career aspirations between teenage boys and girls may be because of the widespread belief that girls are not as intellectually gifted as boys and, therefore, cannot do as well as boys in academic work. Research reveals that both parents and teachers tend to attribute boys' academic achievements to intellectual prowess and to explain their failures in terms of factors such as "bad luck” but they do just the opposite for girls: if they are successful, they were lucky or thetas itself was easy; if they do poorly, it is because they are not smart (beaux 1976).Consequently, teachers appear to offer male students more encouragement, to publicly praise their scholastic abilities, and to be friendlier toward them than they are toward female students.Text materials and school staff may also influence girls’ ambitions. Sexstereotyping in mathematic materials and foreign language texts and in other higher educational materials has been proved to exist. At the same time, high school guidance counselors may lead male and female students into different fields and activities. Sex stereotyping is also common among counselors and that they often exclude female students from certain college preparation courses, especially in mathematics and the sciences. Finally, although elementary school girls can at least identify with their teachers, whom we have noted are almost all women, this becomes more difficult in senior high school where 53 percent of teachers are men . High school students are especially likely to have a male teacher for their math courses and science courses.3.2.2 Influences from MediaMass media also has a wide influence on people's views about gender by reinforcing the traditional image of women enduring humiliation, attending to husband and children, and resigning themselves to unreasonable treatment. Every day people spend a lot of time watching TV and reading newspaper and few people escape exposure to the vivid and recurrent patterns of images, information and values in the world of mass media.In films and TV series, gentle, kindhearted and considerate females are highly valued. What's more, most often women are presented in terms of relationships, such as lover, wife, or mother. In。
英语中的性别歧视现象
英语语言中性别歧视语言现象英语中的性别歧视现象[论文关键词]性别歧视词汇文化[论文摘要]语言在社会生活中处于十分重要的地位,它的使用从一个侧面反映社会思想,态度和文化。
着重论述了存在于英语中的性别歧视现象以及产生原因,同时又对如何消除性别歧视作了简要的论述。
语言性别歧视是指偏袒或凸显一性别、损害或无视另一性别的一种语言现象。
在这个以男性为中心的人类社会里,性别歧视几乎存在于所有的语言当中,英语也不例外。
本文拟对英语中常见性别歧视语的表现形式以及导致性别歧视的原因进行探讨和解析。
一、英语中性别歧视的表现(一)从词汇方面反映出的性别歧视“语言的词汇就像一面镜子,社会上各种不平等现象,包括性别歧视,必然反映在词汇上。
”英语作为性别歧视性的语言,其本身就带有明显性别歧视标记的因素,其中在词汇方面的反映尤为如此。
1.构词上的不平等现象英语中除了极少数的,如bride(新娘) - bridegroom(新郎)外,都是阳性名词为构词主体,加后缀构成阴性名词,这种现象体现了一种所属关系。
例如:host - hostess,manager manageress,princeprincess,hero - heroine等。
这些与阳性名词相对应的特指女性的词,即标记女性词汇,往往有它特定的含义。
第一,标记女性词后缀的使用说明该词指女性(如heroine)或指某人的妻子(如duchess)。
第二,非标记男性词汇可指男性或全人类,而标记女性词汇却只能指女性(如author - authoress)。
第三,标记女性词后缀具有附加涵义。
以manageress一词为例,这个词暗示着较为次要或低下的地位。
2.词义内涵反映性别歧视英语中的woman,female是通常用来指代成年女性的名词。
它们有各自的词义内涵和使用范围,但相同的是,这些词都被社会赋予了对妇女歧视的负面意义。
以下从语义和词源的角度各自作以说明。
Woman本是“妇女”、“女人”的泛称,但被社会赋予了很多贬损、歧视的意义,在很多习语中都得到体现。
《2024年英汉语性别歧视现象的对比研究》范文
《英汉语性别歧视现象的对比研究》篇一英汉语中性别歧视现象的对比研究一、引言性别歧视是一个全球性的社会问题，存在于各种文化和社会背景中。
在语言这一社会交流工具中，英汉两种语言亦不例外。
本文旨在探讨英汉语中性别歧视现象的对比研究，以深入了解性别歧视在语言中的表现、影响及其根源。
二、英汉语中性别歧视现象的表现1. 英语中的性别歧视现象在英语中，性别歧视现象主要体现在词汇、语法和语境等方面。
首先，在词汇方面，许多职业、角色和称呼被默认为男性或女性所拥有，如“he-led company”（由男性领导的公司）等。
其次，在语法上，英语中的主语和宾语等语法角色往往被视为男性和女性的固有属性。
最后，在语境上，女性在政治、经济和社会地位等方面往往受到不公平的待遇和评价。
2. 汉语中的性别歧视现象在汉语中，性别歧视现象同样不容忽视。
首先，在词汇方面，一些词语和表达方式仍然带有明显的性别色彩，如“女强人”、“妇女解放”等。
其次，在语言表达中，对于男女角色和行为的描述有时也存在着偏见和刻板印象。
此外，社会传统观念对男女角色分工的看法也体现了性别歧视。
三、英汉语中性别歧视的影响和根源1. 影响无论是英语还是汉语，性别歧视都会对个体和社会产生负面影响。
在个体层面，受害者可能失去平等的机会和权利，导致心理压力和自卑感。
在社会层面，性别歧视阻碍了社会公平、和谐与进步。
2. 根源性别歧视的根源在于社会文化传统、教育制度、媒体宣传等多方面因素。
在英汉两种语言中，历史、宗教、政治等因素也起到了推波助澜的作用。
此外，传统观念对男女角色的刻板印象也是导致性别歧视的重要原因。
四、应对策略为了消除英汉语中的性别歧视现象，需要从多个方面入手。
首先，政府应制定相关法律法规，保障男女平等权利。
其次，教育部门应加强性别平等教育，培养公民的平等意识。
此外，媒体应积极传播性别平等的理念，抵制性别歧视的言论和行为。
最后，个人应提高自身素质，摒弃性别歧视的观念和行为。
英语语言中的男女性别差异研究,英语语言学论文
英语语言中的男女性别差异研究,英语语言学论文【摘要】英语语言中的性别差异是一种客观存在的语言现象。
本文从语音、词汇、句法三个方面探讨了在语言中表现出来的性别差异,并分析了性别差异形成的社会、文化和心理因素。
性别差异是语言学的一个基本特征。
语言中的性别差异,是语言使用者出于社会、文化、习俗等方面的考虑所表现出来的一种语言现象。
语言和性别相互影响、相互作用,性别差异的客观存在决定了语言对性别差异的反映。
本文将通过语言这面镜子,透视一下英语在语音、词汇、句法等层面所表现出来的性别差异,并深入分析其产生的根源。
一、性别差异的具体表现(一)语音语调层面的性别差异一般来说,女性与相同年龄、教育、社会阶层和地区的男性相比发音较标准、规范。
女性对语音的正确与否保持高度的敏感性,她们通常使用标准的有权威性的发音方式。
而男性比女性更多地使用非标准的语音形式。
在语调方面,一般来说,女性说话多用升调,语调变化多并富有表现力,而男性讲话时多用降调,语调变化少。
语言学家通过对许多语言材料的分析后发现,女性常使用疑问句的语调,一方面是为了表现礼貌和温柔,另一方面表现出女性办事不果断、缺乏自信。
另外,与男性相比,女性更常使用逆序重音,即男性常把最高音调放在最重要单词上,而女性常把最低音调放在最重要的单词上。
(二)词汇层面的性别差异二十世纪三十年代,著名的语言学家格林伯格首先提出了标记理论,这一理论提出了“标记”和“无标记”两个概念,深刻地揭示了英语语言中性别歧视现象之所在。
一般来说,大部分表示男性的名词都是无标记的,而表示女性的词都有标记。
如: prince, actor, waiter, host, heir 等无标记,但如果把它们变成表示女性的名词就得加上相应的后缀-ess 等,如 prin-cess, actress,waitress, hostess, heiress。
这种后缀说明了相反的意思。
也就是说,男性名词是常用的、普通的,而女性名词是在男性名词基础上加后缀构成的。
高职公共英语教材中的性别歧视研究
高职公共英语教材中的性别歧视研究作者：***来源：《阜阳职业技术学院学报》2020年第04期摘要：以高职院校公共英语教学使用较多的《新编实用英语综合教程1》为例，从内容和语言两个层面考察该教材中语言性别歧视存在状况。
研究结果发现：（1）两性作为主语的出现比例、插图中两性出现比例均失衡，且男性高于女性;（2）男性出现在插图中的场景多为职场和运动，女性多出现在家庭和学校;（3）两性职业分布显示男性职业种类较多、社会与经济地位高，女性职业种类较少、人物设定简单;（4）两性描述形容词数量相当，对女性的描述词汇有歧视现象;（5）出现阳性代词使用情况;（6）对女性刻板印象的句子描述明显存在。
最后从政策、教材编写、教材选择、教师与课堂教学等方面提出减少或消除教材中语言性别歧视的对策。
关键词：高职;公共英语教材;性别歧视中图分类号：H319.4 文献标识码：A 文章编号：1672-4437（2020）04-0031-06作为传递知识的主要媒介，教材是教师授课与学生学习的依据，其内容和形式对学生的思想和行为有着直接的影响。
史静寰指出“教材文化代表着社会权威的知识、价值和观念系统，……教材对学生包括性别在内的诸多认同与归属影响极大，特别是在中国” [1]。
教材中的性别文化因素是一种重要的隐性课程资源，其蕴含的性别歧视对学生的思想和行为产生累积效应，会产生较大的负面影响。
国内外学者关于教材中性别歧视问题研究已取得一定成果。
西方学术界从20世纪60年代开始关注教科书中的性别歧视现象，国内的教材性别歧视研究始于20世纪80年代[2]。
研究结果显示国内外教材中普遍存在着性别不公平、性别偏见、性别歧视现象。
从教材文本涉及学科看，语文、历史等科目较受关注，而关注英语者较少。
从涉及年级看，大多关注幼儿、初中和成人教材，以及少量的高中教材和大学教材，而对高职英语教材中的性别问题探究目前几乎没有。
笔者在承认男女两性差异的基础上，调查目前高职院校使用较多的《新编实用英语综合教程1》（第四版）中的性别歧视问题，并针对发现的问题提出解决对策建议。
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我国英语教科书中的性别歧视研究
摘要：本文运用定量分析和文本分析两种方法，探究对全国中小学教材审定委员会2003年初审通过的义务教育课程标准实验教科书英语（新目标）students’book教材中是否存在性别歧视现象，结果发现该套教材中存在性别歧视现象。
并且针对如何避免性别歧视现象提出了合理化的建议。
关键词：英语教科书性别歧视语言认知
一、引言
教师、教材、教学设备是办好学校、培养好学生的三大要素，教材建设是整个教育工作的重要组成部分（于国华，1996）。
教科书在学生的学习过程中扮演者重要的角色，因此从社会语言学的角度研究教材中的性别歧视现象具有重要的意义。
如果教科书中存在性别歧视现象，会对学生的认知产生不良影响。
本文所研究的性别歧视是狭义的性别歧视，即是对女性的性别歧视，因为广义上的性别歧视还包括对男性的性别歧视。
通过运用定量分析和文本分析的方法探究教材中的性别歧视现象，为以后教材的编写与审定避免性别歧视等有一定的意义。
二、文献综述
潘建（2001）通过列举大量的实例，将英汉语言中的性别歧视现象做了对比研究，以体现英汉语言中的性别歧视的差异。
高月琴（2008）在研究英汉语言性别歧视现象是否呈减弱趋势时，主要通过对比20世纪60年代与90年代以后出版的美国《读者文摘》各
300篇文章的语言及内容。
曾天山（1995）在研究男女在角色数量、职业特点等方面存在显著差别的是，通过研究人教版小学语文和中学英语教材中的性别歧视现象。
李晓惠、周民（2004）则选取了《大学英语》精读练习题中体现出的语言性别歧视现象进行了研究。
以上的研究都是通过大量的实例来分析的，但是没有从语言与认知的角度进行分析这一现象产生的原因，以及对避免这一现象的发生提出合理化的建议。
本文通过对新版人教版的初中英语课本八年级上册和八年级下册研究，试从语言与思维的关系层面分析产生歧视的原因（注：因为八年级和九年级的学生相对于七年级的学生来讲认知有了一定的基础，而且在七年级的书本中主要侧重的是对话，可供选择的文本材料太少。
）。
三、研究方法
运用定量分析和文本分析两种方法，对全国中小学教材审定委员会2003年初审通过的义务教育课程标准实验教科书英语（新目标）students’book的，八年级上册、八年级下册和九年级全册的教科书进行数据统计。
在内容方面主要统计：男女作为主角和在插图中出现的次数。
并用microsoft excel 2007对结果进行统计。
在文本方面，主要选取了八年级上册，八年级下册和九年级全册中每个单元的section b部分的3a的小文章进行分析统计。
通过分析统计的结果来看在文章的语言方面是否存在歧视现象。
四、结果分析
在内容方面，统计结果如下：
表1 初中英语教科书杰出人物性别统计表
表2 初中英语教科书插图中性别统计表
在文本分析中本文主要选取了八年级上册、八年级下册和九年级全册中每个单元的section b部分的3a的小文章进行分析。
（一）表示职业的词。
在谈论男性和女性职业的时候，男性的职业多侧重于医生、司机等，而女性的职业多侧重于护士、导购员、服务员和家庭主妇。
（二）据统计，在教科书中，表示女性职业的词出现了许多次，如：用he或者man来通称男女两性这一现象，在人教版教科书中有明显体现，如：
he said i was hard-working.（unit 4，第八册下）
he who would do great things should not attempt them all alone.（unit 5，self check 2；第九册）
it might be a man riding a horse.（review of units 1-5，2a；第九册）
五、避免性别歧视现象的合理化建议
语言作为人们相互交流的工具，要消除在语言的交流中所产生的性别歧视现象是很困难的。
但是我们可以从多个方面对这种现象，予以避免是可能的。
首先在教材的编写中应该尽量避免此类问题的出现；其次在教材的审定过程中，应该特别注意到这种现象的存在；最后教师作为传到授业解惑者，应该在教学中充分发挥自己的主观能动性。
因为教师的一言一行会直接影响学生的思维。
六、结语
语言作为人们相互之间交流的工具，人们利用语言来表达自己的思想感情。
语言本身并不具有性别歧视的功能，只是使用语言的人有这种思想，才使得语言产生这种功能。
教科书作为教育和引导学生的重要工具，会直接影响和引导学生的认知。
这套全国中小学教材审定委员会2003年初审通过的义务教育课程标准实验教科书英语（新目标）students’book，在性别歧视现象上较其他教材来讲有很明显的减弱趋势。
总的来说，这套教材充分考虑到初中学生的认知特点，注重培养学生的听说读写能力。
但教材中存在性别歧视的现象，应在今后的教材审定和编写中予以避免。
参考文献：
[1]高月琴.英语语言性别歧视现象实例研究[j].语文学刊（高教外文版），2008，8.
[2]李晓惠，周民.《大学英语》精读练习题中的语言性别歧视[j].理工高校研究，2004.
[3]潘建.英汉语言性别歧视的比较研究[j].外语与外语教学，2001.
[4]于国华.必须抓好教材建设[j].求是，1996（22）.
[5]赵蓉晖.语言与性别一口语的社会语言学研究[m].上海：上海外语教育出版社，2003.
[6]董晓娜.我国英语教科书中的性别歧视现象的研究[j].剑南文学（经典教苑），2011.。