APA 6th Edition Unger, D.S. (2019). Dominant Gender Discourses and Boys’ Interest in Foreign Language Learning. XA Proceedings, 2 (1), 212-224. Preuzeto s https://hrcak.srce.hr/220865
MLA 8th Edition Unger, Daniela S.. "Dominant Gender Discourses and Boys’ Interest in Foreign Language Learning." XA Proceedings, vol. 2, br. 1, 2019, str. 212-224. https://hrcak.srce.hr/220865. Citirano 10.04.2021.
Chicago 17th Edition Unger, Daniela S.. "Dominant Gender Discourses and Boys’ Interest in Foreign Language Learning." XA Proceedings 2, br. 1 (2019): 212-224. https://hrcak.srce.hr/220865
Harvard Unger, D.S. (2019). 'Dominant Gender Discourses and Boys’ Interest in Foreign Language Learning', XA Proceedings, 2(1), str. 212-224. Preuzeto s: https://hrcak.srce.hr/220865 (Datum pristupa: 10.04.2021.)
Vancouver Unger DS. Dominant Gender Discourses and Boys’ Interest in Foreign Language Learning. XA Proceedings [Internet]. 2019 [pristupljeno 10.04.2021.];2(1):212-224. Dostupno na: https://hrcak.srce.hr/220865
IEEE D.S. Unger, "Dominant Gender Discourses and Boys’ Interest in Foreign Language Learning", XA Proceedings, vol.2, br. 1, str. 212-224, 2019. [Online]. Dostupno na: https://hrcak.srce.hr/220865. [Citirano: 10.04.2021.]
Sažetak Language learning has long been regarded as a female domain in both commonsense notions about gender and academic research. In fact, there have been numerous studies on girls’ superior performance in language education (Arnot et al. 1996; Burstall 1975; Boyle 1987) and the reasons behind this phenomenon, and more recently, boys have been painted as victims of feminized language learning in education politics (Qualifications and Curriculum Authority 1998). According to poststructuralist research, however, gendered identities are continuously constructed in discourse, which links specific behavior to images of femininity or masculinity. Based on the assumption that these understandings of gender identities play a role in students’ attitudes towards certain practices, this paper will examine the relationship between dominant gender discourses on language learning and boys’ interest in Foreign Language Learning (FLL). For this purpose, poststructuralist gender theory will be applied to popular narratives based on dominant gender discourses, namely sex difference research and male underachievement in language education, in order to show that their perpetuation of the idea that language is a female domain is a possible factor in boys’ lack of FLL interest. The paper aims to illustrate that dominant gender discourses should be problematized as a hindrance to boys’ FLL interest rather than reinforced through educational politics and academic research.