A GENDER-WISE ANALYSIS OF CORRELATION BETWEEN SOCIAL CLASS AND COGNITIVE DEVELOPMENT OF SYNTAX IN PAKISTANI EFL LEARNERS

Abstract

Gender has always been relevant to sociolinguistic research as researchers have wanted to explain language development as well as variation along the lines of gender. This research, which is a part of doctoral research thesis, studies the variance in syntax score among male and female Pakistani EFL learners. Alongside the study of correlation between social class and cognitive development of syntax, it also studies gender as extraneous variable, to see whether this social variable also influences development of syntax in both genders or not. It employs T-test. The results do not reject null hypothesis, proving that development of syntax in Pakistani male and female learners of EFL is same in both gender, or is not affected by gender as a social variable.