ABSTRACT
This dissertation explores the impact gender has on negotiated interaction in a non-experimental Korean classroom setting. Specifically, the effect both teacher and student gender has on the extent and type of negotiation that occurs in classrooms was examined through a series of observations, audio recordings and post-lesson teacher interviews. Six classes were observed, three with male teachers and three with female teachers. The classes were compared in terms of (a) the extent to which the teacher's gender influences the amount of negotiation that occurs in the classroom; (b) the extent to which the students' gender influences the amount of negotiation that occurs in the classroom; (c) the different types of negotiation tactics adopted by teachers of different genders; (d) the different types of tactics adopted by teachers of different genders with respect to students of different genders; and (e) the extent to which male and female teachers provide the answer to students in lieu of negotiating. It found that more negotiation occurred in classes with female teachers, and that female students tended to be more involved in the negotiation process. In terms of negotiation tactics, male and female teachers displayed both similarities and differences in the overall tactics they employed and the specific tactics they used in interacting with male and female students. Finally, the data indicated that male teachers provided the answer to students more frequently than female teachers did.
The non-experimental nature of the classroom also gave rise to some interesting classroom interaction patterns. These are discussed and are as follows: Firstly, very little learner-initiated negotiation took place, either with male or female teachers. Secondly, there was a preponderance of whole-group interactions, even when the initial negotiation process began with an individual student. Thirdly, 'negotiation-style' tactics were frequently used for classroom management purposes rather than for solving a genuine communication breakdown. The dissertation concludes that these occurrences are worthy of further investigation in non-experimental classroom settings.
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