Using Stylistics To Interpret Literary Texts In The Efl Classroom
Article Sidebar
Main Article Content
Abstract
Stylistics plays a key role in interpreting pieces of literary writing. It is considered to be the most appropriate and principled approach to study literary texts regarding its comprehensive nature
that tries to link two disciplines, linguistics and literary criticism.
Focusing on the various linguistic features of texts, stylistics seems
to be a powerful tool that- if used properly- can endorse English
as Foreign Language (EFL) students to analyze and appreciate literature in all its manifestations in a practical and objective way.
The present paper aims at showing the effectiveness of opting for
the stylistic analysis in the EFL context. It also attempts to accentuate the significance of the aforementioned approach in facilitating learning literature and making it an enjoyable task for both
teachers and learners as well. The overall goal of this research is to
investigate whether stylistics is an effective and relevant approach
to analyze literary texts.
Article Details
References
EFL learners’ communication abilities and literary understanding. LiBRI.
Linguistic and Literary Broad Research and Innovation, 1(1), 19-29.
- Bobkina, J., & Dominguez, E. (2014). The use of literature and literary texts in
the EFL classroom; between consensus and controversy. International Journal
of Applied Linguistics and English Literature, 3(2), 248-260.
- Brumfit, C.J. & Carter, R.A. (2000). Literature and Language Teaching.
Oxford: Oxford University Press.
- Clandfield, L. (2005). What is Literature? One Stop English Magazine.
Retrieved http://www.onestopenglish.com
- Collie, J., & Slater, S. (1987). Literature in the language classroom: A resource
book of ideas and activities. Ernst Klett Sprachen.
- Crystal, D., Davy, D. (1969). Investigating English Style. Indiana: Indiana
University Press.
- Duff, A., Maley, A. (2003). Literature. Oxford: Oxford University Press.
- Geoff, H. (2015). Research and Practice in Applied Linguistics. New York:
Palgrave, Macmillan.
- Halima, B. (2017). The Relevance of Teaching Different Literary Genres in
.دراســات نفســية وتربويــة, 10)2(, 252-247 .Classroom EFL the
- Lazar, G. (1993). Literature and language teaching : A guide for teachers and
trainers. Ernst Klett Sprachen.
- Leech, G. LEECH, G. S., & Short, G. MH (1981). Style in Fiction. London:
Longman.
- Maley, A., Moulding, S. (1985). Poem into Poem. London: Cambridge
University Press.
- McKay, S. (2001). Literature as content for ESL/EFL. Teaching English as a
second or foreign language, 3, 415-428.
- McRae, J. (1991). Literature with Small ‘l’. Hemel Hempstead. U.K: Prentice
Hall.
- Semino, E. (1975). Linguistics and Stylistics. London: Longman
- Short, M. H., Candlin, C. N. (2000). Teaching Study Skills for English
Literature. In Brumfit, C.J and Carter, R.A (Eds.), Literature and Language
Teaching. Oxford, England: Oxford University Press.
- Verma, M. H. (2015). A Stylistic Approach to Teaching Literature at the
College Level. Language in India, 15(8), pp 333-342.
- Wales, K. (2011). A dictionary of stylistics 3rd ed. Harlow: Pearson Education.
- Widdowson, H. G. (2014). Stylistics and the Teaching of Literature. Routledge.
- Zaro Vera, J. J. (1991). Literature as study and resource: the purposes of
English literature teaching at university level. Revista alicantina de estudios
ingleses, No. 04 (Nov. 1991); pp. 163-175.