Abstract
Changes in pronominal usage of students were investigated in a classroom situation where attention to usage was heightened by instructor use of ‘she’ as the generic singular, and by instructor assessment of reactions to the practice. Two classes (N = 74) constituted the experimental group. Analyses of pronominal usage in the written work of students (compared to a control group, N=20) and questionnaires to obtain student reaction to instructor usage and student views on language usage were the principal measures used. Results indicated a change in use of pronouns with more specific use of “he,” a reduction of use of “he” as the generic singular, and use of “she” as a generic. Results indicate that pronominal usage is susceptible to change.
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