Applied stylistic approaches to the teaching of literary texts

Abstract

ABSTRACT. Advocates of applied stylistics consider that vocabulary in literary texts is not always predictable from form alone (sometimes deliberately) and that reader interpretation can be assisted through recognition of how specific literary devices function. This might include an examination of how various writers exploit certain registers and unique lexical choices to convey meaning in their work. For instance, some writers mix styles that occasionally combine casual, conversational tones with elevated Classical, Biblical, or Romantic themes in a way that undercuts their subject matter. Such techniques can serve to defamiliarize a reader and thereby heighten their intuitive response to the text. Stylistic interpretive procedures become, therefore, a necessity for literature classrooms in both first and second language settings. Close examination of the lexical and structural elements embedded in literary texts is an effective way of illustrating for learners (particularly at the intermediate and advanced levels) how certain referential and representational aspects of language may be utilized. A teacher's role can be to assist with the decoding of such texts by guiding students through a close examination of the function of these features. Analysis of this kind is valuable because it can inform the teaching of grammar and lexis as well as discourse and serve as a basis for literary text curriculums and course design. Tanja Janssen] TITEL. Toegepaste stilistische benaderingen in het literatuuronderwijs SAMENVATTING. Voorstanders van toegepaste stilistiek zijn van mening dat het woordgebruik in literaire teksten niet altijd voorspelbaar is uit de vorm alleen (soms opzettelijk) en dat de interpretatie door de lezer ondersteund kan worden door herkenning van hoe specifieke literaire middelen werken. Dit zou onderzoek kunnen behelzen naar hoe verschillende auteurs bepaalde registers gebruiken en unieke lexicale keuzes maken om betekenis over te brengen in hun werk. Sommige schrijvers vermengen bijvoorbeeld stijlen en combineren gewone, dagelijkse taal met verheven klassieke, bijbelse of romantische thema's op een wijze die hun onderwerp ondermijnt. Dergelijke technieken kunnen vervreemdend werken op de lezer en zo hun intuïtieve respons op de tekst verhogen. Stilistisch-interpretatieve benaderingen zijn daarom noodzakelijk in het literatuuronderwijs, zowel bij de moedertaal als bij de vreemde talen. Nauwgezet beschouwen van de lexicale en structurele elementen van literaire teksten is een effectieve manier om leerlingen (met name in de midden-en bovenbouw) te laten zien hoe bepaalde referentiële en representerende aspecten van taal gebruikt kunnen worden. De docent kan het decoderen van zulke teksten ondersteunen door leerlingen door een nauwgezette beschouwing van de functie van zulke kenmerken heen te leiden. Zo'n analyse is waardevol omdat het ten goede kan komen aan grammatical-en woordenschatonderwijs, en als basis kan dienen voor het ontwerpen van literatuurcurricula. TREFWOORDEN: vervreemding, woordenschat...

Teaching heritage German and Russian through authentic material in Jyväskylä, Finland – a multiple case study design

“…Through these, the pupils were able to explore the nature of spoken heritage, its different variants, and the ability of us each to create our own versions of it (Penny, 2011). Personal interaction through rapping also made the ballad alive (Mishan, 2005, p. 105;Penny, 2011).…”

“…Through these, the pupils were able to explore the nature of spoken heritage, its different variants, and the ability of us each to create our own versions of it (Penny, 2011). Personal interaction through rapping also made the ballad alive (Mishan, 2005, p. 105;Penny, 2011). Secondly, close reading of the ballad gives tools for examining literature, and working actively with the ballad makes it more natural to use literate terms such as verse, strophe or plot, as tools when analysing its text.…”

Factors determining young adults’ appreciation of reading poetry

“…Second, students should have enough knowledge of the distinctive stylistic features of literature in order to contribute additional meaning to the poem (Penny, 2011). Knowledge of stylistic features and other literature concepts would seem to make it easier for secondary education students to understand poems (Pieper & Wieser, 2012), which implies that a thorough literature education might be beneficial for the understanding and eventually appreciation of poetry (Peskin, 1998).…”