Metalinguistic relativity and the personal pronoun paradigm
Document Type
Book chapter
Source Publication
Psycholinguistic and sociolinguistic perspectives on second language learning and teaching : studies in honour of Waldemar Marton
Publication Date
5-22-2013
First Page
233
Last Page
244
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
Access to external full text or publisher's version may require subscription.
Additional Information
ISBN of the source publication: 978364223546
This is a revised and extended version of a paper presented at the 44th Annual International IATEFL Conference, Harrogate, April 2010.
Full-text Version
Publisher’s Version
Language
English
Recommended Citation
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