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Abstract
Language acquisition is shaped by more than cognitive ability alone; it develops within a network of social and cultural influences. Among these, gender has attracted increasing attention as a factor that may affect how learners approach and use language. This article examines the role of gender in language acquisition from a linguistic perspective, focusing on learning strategies, communicative behavior, and classroom interaction. Drawing on insights from sociolinguistics and psycholinguistics, the paper highlights patterns that often emerge between male and female learners, while also emphasizing the variability within each group. The discussion suggests that gender should be understood not as a fixed determinant, but as a dynamic element that interacts with context, experience, and pedagogy.
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