An Investigation of Iranian Students＇ English Proficiency Test Scores in Relation to Socio-Economic Status and Gender  

作　　者：Aman Rassouli Necdet Osam 

机构地区：[1]Eastern Mediterranean University, Famagusta, Cyprus

出　　处：《Sino-US English Teaching》2013年第4期261-268,共8页中美英语教学（英文版）

摘　　要：Every day many students apply for and enroll in language-teaching courses to achieve their aims through learning another language. However, learning another language does not occur identically among all students. Some students learn a language, even their own mother tongue earlier but some others may need to spend more time acquiring a language. Seeking out for the probable reasons for such a difference, the current study following the constructivist approach to language learning and bearing in mind the role of society and human communities in language learning, was concluded to investigate the probable impact（s） of some social variables （social status, attitudinal and motivational status of learners） on language learning outcomes of Iranian adult learners assessed through a standardized English proficiency test. The findings have revealed that the social milieu in which learners live may play a decisive role as far as learning opportunities, input and resources are concerned.

关 键 词：SES （socio-economic status） ATTITUDE GENDER 

分 类 号：TP391[自动化与计算机技术—计算机应用技术] H319[自动化与计算机技术—计算机科学与技术]