Eine empirische Studie zu Motivation, Selbstkonzept und Interesse im Fach Englisch in der Sekundarstufe I
According to the results of international and national educational research sex differences (or gender differences) in the classroom are of great interest again. While national research primarily focuses on girls’ mathematical competence and boys’ reading competence, little is investigated about boys’ achievement in the foreign language classroom. The aim of the present study was to discuss the theoretical frame of sex versus gender differences in the educational system, es- pecially in the language classroom and to examine boys’ and girls’ motivational attributes towards English as a foreign language in the 8th and 9th grade of German lower track schools. The results confirm that gender differences vary across grades and do not achieve all of the theoretical expectations previously discussed. Keywords: Foreign Language Acquisition Gender and Sex Differences English as a Foreign Language Subject Quantitative Research Design
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