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Contribution to Book
Metalinguistic relativity and the personal pronoun paradigm
Psycholinguistic and sociolinguistic perspectives on second language learning and teaching : studies in honour of Waldemar Marton
  • Roger Stephen BERRY, Lingnan Univeristy, Hong Kong
Document Type
Book chapter
Publication Date
5-22-2013
Publisher
Springer Berlin Heidelberg
Abstract
This chapter looks at the personal pronoun paradigm, particularly as it is applied in pedagogic descriptions of English. It examines the numerous deficiencies of this model, and criticizes the way it obliges practitioners to ignore other factors and dimensions, in particular the extensive use of personal pronouns for generic reference. The concept of metalinguistic relativity, whereby descriptions are forced into a metalinguistic straightjacket inherited from the past, is applied to this situation. This chapter argues that if grammar teaching is to have any role in the language classroom, then more accurate and appropriate descriptions are needed.
DOI
10.1007/978-3-642-23547-4_14
Publisher Statement
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Additional Information
ISBN of the source publication: 9783642235467
Full-text Version
Publisher’s Version
Citation Information
Berry, R. S. (2013). Metalinguistic relativity and the personal pronoun paradigm. In Krystyna Drozdzial-Szelest, & Miroslaw Pawlak (Eds.), Psycholinguistic and sociolinguistic perspectives on second language learning and teaching: Studies in honour of Waldemar Marton (pp. 233-244). London: Springer Berlin Heidelberg. doi: 10.1007/978-3-642-23547-4_14