In other words, [V] and Ø were excluded from both gender and proficiency analyses.
The current paper focused only on gender and proficiency effects and the interaction between the two.
Like gender, talker proficiency was a potent factor in shaping Min /dz/ realization.
Figure 8 shows the effect of gender and proficiency at the syllable level.
Figure 7 shows the effect of gender and proficiency at the general level.
The calibration referred to the population estimates produced by PIAAC with respect to age, gender and proficiency score.
This suggests that the two factors of gender and proficiency should at least be partially independent of each other, even though sometimes they may indeed align.
Other studies were carried out to find the relationship between student demotivation and some demographic variables such as age (e.g., Falout et al. 2009), gender, or proficiency level (e.g., Falout, Elwood, & Hood, 2009; Falout & Maruyama, 2004).
It is possible that the interactive pattern between gender and proficiency is not exclusive to the realization of Min /dz/, but might also apply to other variant realizations in Min, or even other languages in general.
That is, the present study explores Iranian English language teachers' personal styles regarding the methods they use in the classroom, their teaching experiences, their age, their gender, and proficiency level of learners.
