An Analysis of Chinese EFL Learners’ Misuse of Gender Pronouns in Spoken English

DOI: https://doi.org/10.62517/jhet.202615228

Author(s)

Xiaochen Zhao

Affiliation(s)

The Education University of Hong Kong, New Territories, Hong Kong, China

Abstract

This study focuses on the misuse of gender pronouns in spoken English among Chinese EFL learners. Taking 30 English majors with different English proficiency levels as subjects, it collects data through two tasks, comic description and topic elaboration, and semi-structured interviews, analyzing the types, frequency, causes of misuse as well as differences across tasks and proficiency levels. The findings reveal eight categories of errors, with “SHE” occurring 72 times (approximately 35% of total errors), influenced by L1 transfer, cognitive factors, teaching environment, etc. Moreover, the topic elaboration task shows stronger misuse inertia, and higher English proficiency correlates with fewer core misuses. Finally, improvement strategies are proposed in terms of teaching, environment and practice.

Keywords

Chinese EFL Learners; Gender pronoun Misuse; Spoken English; Oral Error Analysis

References

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