State Boredom Partially Accounts for Gender Differences in Novel Lexicon Learning

Abstract

Gender plays an important role in various aspects of second language acquisition, including lexicon learning. Many studies have suggested that compared to males, females are less likely to experience boredom, one of the frequently experienced deactivating negative emotions that may impair language learning. However, the contribution of boredom to gender-related differences in lexicon learning remains unclear. To address this question, here we conducted two experiments with a large sample of over 1,000 college students to explore the relationships between gender differences in boredom and lexicon learning. In Experiment 1, a cohort of 527 participants (238 males) completed the trait and state boredom scales as well as a novel lexicon learning task without awareness of the testing process. In Experiment 2, an independent cohort of 506 participants (228 males) completed the same novel lexicon learning task with prior knowledge of the testing procedure. Results from both experiments consistently showed significant differences between female and male participants in the rate of forgetting words and the state boredom scores, with female participants performing better than male participants. Furthermore, differences in state boredom scores partially explained differences in the rate of forgetting words between female and male participants. These findings demonstrate a novel contribution of state boredom to gender differences in lexicon learning, which provides new insights into better language-learning ability in females.