| Language and gender has been a popular issue from the very beginning, and language and gender has also been studied in many fields by scholars all over the world. Recently, with the flourishing of inter-disciplinary and multicultural perspectives, scholars from various fields such as sociology, women's study, anthropology, pedagogy etc, began to proverb this subject from different angles and put forward different theories to explore the origin, so this field—language and gender in second and foreign language learning and teaching began to develop. From then on, the study on language and gender in second and foreign language learning and teaching has been reached up to the fields of sociolinguistics, psychology, cognitive science, applied linguistics and so on. Most of the previous studies on the subject of language and gender in second and foreign language education only focused on the English-speaking countries, and what's more, daily conversations, working conversations and family conversations are the emphasis of the study.An emerging theory for this gender difference proposes that although sometimes males surpassed females in the use of a particular strategy, females employ more learning strategies or employ strategies more effectively (Erhman and Oxford, 1989; Nyikos, 1990; Oxford, 1994; Sheorey, 1999). However, few researchers paid attention to the gender difference behaved by female and male students in the English classroom of junior college students, not to speak of the contributions to the understanding of gender difference and language learning in college classrooms in Chinese contest and the significance to the English teaching and learning. The present study systematicaUy investigated difference classroom behaviors of junior college female and male students majored in Art, and analyzed its relationship with English learning achievement.By adopting the Classroom Behavior Inventory designed by Elisabeth Hayes (1992:377) as the major instrument of the study, the participants the author chose were junior college students in Nanchang Institute of Techuology majored in Art. The participant consists of 2 parts: participant I, students majored in Advertisement Design with the number of 44 (45.5% female students, 54.5% male students) and participantⅡ, students majored in Environment and Art Design with the number of 44. (40.9% female students, 59.1% male students) By employing the SPSS 13.0 (Statistical Package for Social Sciences 13.0) software, several statistical analyses such as the data-analysis, Pearson Correlation Analysis and Multiple Regression Analyses were adopted. The results revealed that 1) as for participants of.Advertisement Design, statistical significance difference exists in these two factors: Learning Orientation and Support-Seeking, and for participants of Environment Art Design, it could be interpreted that statistical significance lie in Verbal Participation, Learning Orientation, and Support-Seeking; 2) as for the female students majored in Advertisement Design, only Learning Orientation is statistically have positive significant correlation with English learning achievement, and when comes to the male participants of this major, Learning Orientation, Support-Seeking and Self-Assurance that statistically have positive significant correlation with English learning achievement. The results of the correlation analysis showed that female student's classroom behaviors such as Learning Orientation, and Self-Disclosure significantly positive correlated to the English learning achievement, as for the satiation of the male students majored in Environment Art Design, factors as Learning Orientation, and Support-Seeking; 3) By using stepwise regression analysis, we could find that factors such as Learning Orientation, Support-Seeking, and Self-Disclosure have the ability to serve as the positive predictors of English learning achievement. Lastly, some pedagogical implications are also put forward.
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