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.
|Title of host publication||Psycholinguistic and sociolinguistic perspectives on second language learning and teaching : studies in honour of Waldemar Marton|
|Publisher||Springer Berlin Heidelberg|
|Number of pages||12|
|Publication status||Published - 22 May 2013|
BERRY, R. S. (2013). Metalinguistic relativity and the personal pronoun paradigm. In Psycholinguistic and sociolinguistic perspectives on second language learning and teaching : studies in honour of Waldemar Marton (pp. 233-244). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-23547-4_14