@article{oai:hachinohe-hachitan.repo.nii.ac.jp:00001217,
 author = {Barry H, Grossman},
 issue = {58},
 journal = {八戸学院大学紀要},
 month = {Mar},
 note = {High school English curriculum guidebooks in Japan explain the English reflexive construction by focusing on the antecedent-pronoun agreement with descriptions such as, “The reflexive pronoun is the same entity as the antecedent.” Although this describes the basic syntactic situation, it gives little semantic information that would allow for the reflexives’ various meanings to be systematically learned. This investigation delineates and analyzes corpus linguistic data of the English reflexive construction, the results of which suggest that metaphoric construal s is the norm. A unique, quasi-corpus-driven methodology, coined the Metaphor Identification Procedure for Reflexives, was able to retrieve metaphorically-construed expressions objectively and efficiently. Detailed analyses of collocational environments surrounding reflexive constructions help to clarify semantically fuzzy construals in British and American English, thus systematizing a previously haphazard semantic system. 
The results of this investigation support the need for pedagogical descriptions of the reflexive construction that embrace both metaphorical and literal uses. Without such descriptions, learners are missing a large quantity of frequent, naturally-occurring language. One type of descriptive tool, coined here ‘meaning structure’, is introduced and implications for ELT in Japan are discussed.},
 pages = {25--43},
 title = {THE REFLEXIVE CONSTRUCTION AND ELT: A CORPUS PRESPECTIVE},
 year = {2019}
}