@article{oai:icu.repo.nii.ac.jp:00002659,
 author = {Yuhara, Ichiro},
 journal = {語学研究, ICU Language Research Bulletin},
 month = {},
 note = {This paper presents a rational argument based on examples of real
language to make the case that lay definitions of parts-of-speech are
more complex than commercial language pedagogy appreciates. Put
simply, school grammars are misleading. They tend to pick the most
convenient words for explanation and categorize them as if there were
few or no variants within that category, when in reality, however,
variation is the norm. Word class categories as presented in typical
textbook illustration function as a handicap to future learning. I thus
argue two points in this paper. First, that the definitions of lexical
categories ought to be made in the form of respecting distinct
linguistic dimensions and not in oversimplified and misleading one-
dimensional categories which must be unlearned in order for learners
to begin actually learning about how languages function. Secondly, a
proper theory that radically separates the representation of linguistic
expressions in the various grammatical components must be adopted
for pedagogy to develop. I illustrate these points with examples drawn
from English and Japanese.},
 pages = {1--9},
 title = {When the Exception is the Norm: How Approaches to Part of Speech Teaching Fail Learners},
 volume = {25},
 year = {2011}
}