英文口語中之性別差異——以英文為外語（EFL）學習者之個案研究

Although gendered differentiation in language use and interactional styles are well documented, previous studies are largely based on the data from L1. Beebe (1988) points out that second language teachers should be cautious when trying to apply findings in sociolinguistics into their classroom. As she indicates: For all its contributions to SLA, however, there are limitations in the usefulness of first language sociolinguistics as currently practiced. For one thing, second language performance is qualitatively different from first language performance in at least one important respect: SLA is developmentally incomplete. Second language (L2) performance involves using a repertoire that is both limited and in a state of flux. Native speakers have a complete command of their mother tongue; any changes in their system are minor in comparison to the change made by active learners of a second language. So there would be a problem if we were to accept without question the principles of L1 variable language performance (1988: 44).