Multifunctional Personal Pronoun Use in an Educational Setting  

Oleh:

Rounds, Patricia L.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: English for Specific Purposes (Full Text) vol. 6 no. 1 (1987), page 13 - 30.
Fulltext: 06_01_Rounds.pdf (1.22MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/ESP/6 Non-tandon: tidak ada Tandon: 1

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Isi artikel

This paper reports the results of an empirical study of the language produced by teachers in American university mathematics classrooms. One aspect of this discourse-the use of personal pronouns-is isolated to provide a clear illustration of the variety of contextual factors affecting the creation of this specific purpose language. Specifically, evidence is presented that suggests that teachers avoid third person pronouns; instead, they redefine or remap the semantic domains of the first and second person pronouns to include third person and indefinite reference. The analysis also indicates that there are five sets of discourse-defined semantic mappings for the pronoun we. Finally, various socioeducational factors that may be working to shape this aspect of linguistic use are examined. This study is a response to two lines of enquiry. First, it responds to a theoretical research concern to expand our understanding of how context interacts with grammar. Second, since we should not assume that pedagogical language is the same as "everyday English," this study provides a baseline analysis of classroom language to inform the design of appropriate language learning materials for international teaching assistants and perhaps other teacher trainees.

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