Gender Differences in Lexical Choices among Learners of English at the National University of Lesotho

Authors

  • Mpoi Mahao

    Department of English, National University of Lesotho, Roma 180, Lesotho
  • Ntšoeu Seepheephe *

    Department of English, National University of Lesotho, Roma 180, Lesotho

DOI:

https://doi.org/10.55121/le.v3i1.1007

Abstract

Despite ongoing sociological research, there is no clear consensus on gender-based differences in language use, particularly in terms of lexical choices. This gap underscores the need for further research. The present study aims to contribute to this area by examining gender differences in the use of lexis among students at the National University of Lesotho. Using a mixed-methods approach and employing the dominance and difference theories, the study examines how male and female students differ in their use of modal verbs, interjections, politeness markers, intensifiers, and hedges. Data were collected through self-administered, scenario-based questionnaires distributed to a randomly selected sample of 42 students. The scenarios were designed to elicit responses that usually incorporate the target linguistic features. The analysis began with the qualitative component, focusing on the thematic categorisation and contextual use of the vocabulary. This was followed by quantitative analysis, using descriptive statistics and inferential techniques to determine whether observed differences were statistically significant.. Results revealed gender differences in the use of all lexical features except polite markers, which were used equally by both groups. Significantly, despite these observed patterns, none of the differences were statistically significant according to log-likelihood calculations.

Keywords:

Discourse Features, Gender Differences, Language and Gender, Lexis, Sociolinguistics

References

[1] Wallentin, M., Trecca, F., 2023. Cross-Cultural Sex/Gender Differences in Produced Word Content before the Age of 3 Years. Psychological Science. 34(4), 411–423. DOI: https://doi.org/10.1177/09567976221146537

[2] Dailey, S., Bergelson, E., 2023. Talking to Talkers: Infants’ Talk Status, but Not Their Gender, Is Related to Language Input. Child Development. 94(2), 478–496. DOI: https://doi.org/10.1111/cdev.13872

[3] Hashoul-Essa, L., Armon-Lotem, S., 2025. Gender Effects in Lexical and Morphosyntactic Acquisition of Arabic: A CDI Study. First Language. 45(3), 231–259. DOI: https://doi.org/10.1177/01427237251329971

[4] Murray, C., Sanders, P., 2000. Medicine Murder in Basutoland: Colonial Rule and Moral Crisis. Africa. 70(1), 49–78. DOI: https://doi.org/10.3366/afr.2000.70.1.49

[5] Trudell, B., 2016. The Impact of Language Policy and Practice of Children’s Learning: Evidence from Eastern and Southern Africa. United Nations Children’s Fund (UNICEF), Eastern and Southern Africa Regional Office (ESARO): Nairobi, Kenya. Available from: https://www.unicef.org/esa/sites/unicef.org.esa/files/2018-09/UNICEF-2016-Language-and-Learning-FullReport.pdf

[6] Seepheephe, N., 2024. Consonants of Lesotho English: Features and Comparison with South African Varieties. Language Matters. 55(3), 53–73. DOI: https://doi.org/10.1080/10228195.2024.2435679

[7] Lakoff, R., 1975. Language and Woman’s Place. Harper & Row: New York, NY, USA.

[8] Mather, P.-A., 2012. The Social Stratification of /r/ in New York City: Labov’s Department Store Revisited. Journal of English Linguistics. 40(4), 338–356. DOI: https://doi.org/10.1177/0075424211431265

[9] Fishman, P.M., 1978. Interaction: The Work Women Do. Social Problems. 25(4), 397–406. DOI: https://doi.org/10.2307/800492

[10] Cameron, D., 2005. Language, Gender, and Sexuality: Current Issues and New Directions. Applied Linguistics. 26(4), 482–502. DOI: https://doi.org/10.1093/applin/ami027

[11] Beattie, W., Cutler, A., Pearson, M., 1982. Why Is Mrs. Thatcher Interrupted So Often? Nature. 300(5894), 744–747. DOI: https://doi.org/10.1038/300744a0

[12] Talbot, M., 2010. Language and Gender, 2nd ed. Polity: Cambridge, UK.

[13] Humm, M., 2003. The Dictionary of Feminist Theory. Edinburgh University Press: Edinburgh, UK. DOI: https://doi.org/10.1515/9781474469401

[14] Ajmal, M., Sadia, S., Sadiq, U., 2023. A Comparative Study of Hedges Used by Male and Female Native English Writers: A Corpus-Based Analysis. Propel Journal of Academic Research. 3(1), 305–325.

[15] Alhammadi, W., Rabab’ah, G., Alghazo, S., 2024. Gender Differences in Language Use in Talks at Google. Kemanusiaan: The Asian Journal of Humanities. 31(1). DOI: https://doi.org/10.21315/kajh2024.31.1.8

[16] Mazhar, N., Haris, H.M., Hussain, M.S., et al., 2024. Examining How Gender Influences Language Styles and Communication Patterns in Various Social Contexts. Journal of Policy Research. 10(3), 280–289. DOI: https://doi.org/10.61506/02.00344

[17] Ma, Y., Jia, X., Pappas, L., et al., 2025. The Gender Gap in Early Language Development among Children from Peri-Urban China. Early Childhood Research Quarterly. 70, 154–166. DOI: https://doi.org/10.1016/j.ecresq.2024.09.008

[18] Cahyani, P.A., Suwastini, N.K.A., Saputra, N.P.H., et al., 2025. An Analysis of Language Features Used by Men and Women of English Language Education (ELE) Students through WhatsApp Group. Lingua Scientia. 32(1), 12–20.

[19] Holmes, J., 1990. Hedges and Boosters in Women’s and Men’s Speech. Language & Communication. 10(3), 185–205. DOI: https://doi.org/10.1016/0271-5309(90)90002-S

[20] Munira, S., Hossian, A., Nessa, M., 2020. Gender and Sex Based Differences in Lexical Directions: A Study on Language Theories. Advances in Applied Sociology. 10(4), 93. DOI: https://doi.org/10.4236/aasoci.2020.104007

[21] Obeng, S.G., 1997. Language and Politics: Indirectness in Political Discourse. Discourse & Society. 8(1), 49–83. DOI: https://doi.org/10.1177/0957926597008001004

[22] Rutherford, S., 2001. Organizational Cultures, Women Managers and Exclusion. Women in Management Review. 16(8), 371–382. DOI: https://doi.org/10.1108/EUM0000000006289

[23] Rapeane, M., 1997. A Sociolectal and Dialectal Study of Southern Sotho in Lesotho [Master’s Thesis]. University of Cape Town: Cape Town, South Africa. Available from: http://hdl.handle.net/11427/14367

[24] Oppenheim, A.N., 2000. Questionnaire Design, Interviewing and Attitude Measurement. Bloomsbury Publishing: London, UK.

[25] Evans, J.S.B.T., Bradshaw, H., 1986. Estimating Sample-Size Requirements in Research Design: A Study of Intuitive Statistical Judgment. Current Psychological Research & Reviews. 5, 10–19. DOI: https://doi.org/10.1007/BF02686592

[26] Bougie, R., Sekaran, U., 2019. Research Methods for Business: A Skill Building Approach. John Wiley & Sons: Hoboken, NJ, USA.

[27] Babbie, E.R., 2020. The Practice of Social Research. Cengage AU: Melbourne, Australia.

[28] Krammer, G., 2023. A Cautionary Note on Aggregation in Educational Psychology and Beyond. Theory and Psychology. 33(5), 681–700.

[29] Cameron, D., 2006. Gender and the English Language. In: Aarts, B., McMahon, A.M.S. (Eds.). The Handbook of English Linguistics. Blackwell: Oxford, UK. pp. 724–741.

Downloads

How to Cite

Mahao, M., & Seepheephe, N. (2026). Gender Differences in Lexical Choices among Learners of English at the National University of Lesotho. Linguistic Exploration, 3(1), 12–26. https://doi.org/10.55121/le.v3i1.1007

Issue

Vol. 3 No. 1 (June 2026): In Progress

Section

Articles

License

Copyright (c) 2026 Mpoi Mahao, Ntšoeu Seepheephe

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.