Pedagogical stylistics

Hall, Geoff

doi:10.4324/9781315795331.ch14

Cited by 14 publications

(28 citation statements)

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“…Lacking from the perspective of applied linguistics scholarship is a more rigorous research agenda aimed at demonstrating via verifiable conclusions the benefits of stylistics in classroom-based L2 learning contexts. This finding is not new and is consistent with previous works (BellardThomson, 2010;Carter, 2007Carter, , 2010Edmondson, 1997;Fialho et al, 2012;Hall, 2005Hall, , 2007Hall, , 2014'PALA PED-SIG', 2012;Paran, 2008;Verdonk, 2002;Zyngier and Fialho, 2010). Rather, the contribution of this study is threefold.…”

Section: Resultssupporting

confidence: 93%

“…To best answer this call, and the widespread call of Hall (2007Hall ( , 2014 and others for more empirically oriented studies in this context, future studies may wish to pursue the following suggestions. First, researchers working on empirically-based investigations may wish to consider adhering to research practices that encourage the reporting of more data than is typically presented in L2 studies into pedagogical stylistics to date.…”

Section: Discussionmentioning

confidence: 96%

“…However, an analysis of the studies based on research question 2 provides a different perspective regarding the efficacy of stylistics in L2 learning contexts. Herein the concerns of Hall (2005Hall ( , 2007Hall ( , 2014 and others become substantiated. This article will now examine these studies in greater detail.…”

Section: Studies Demonstrating Learner Benefits Beyond Language Acquimentioning

confidence: 96%

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Pedagogical stylistics in multiple foreign language and second language contexts: A synthesis of empirical research

Fogal

2015

Language and Literature

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This article examines the efficacy of pedagogical stylistics as a learning tool for developing second or foreign language proficiency. Pedagogical stylistics -an instrument for investigating the linguistic, sociocultural and dialogic features inherent in literary and non-literary texts -has often been criticized for relying too heavily on intuition rather than empirical support to substantiate its employment in language learning classrooms. To better understand this criticism a coding framework adapted from previous research was employed to synthesize 13 studies across four, second or foreign languages in nine countries. Three themes emerged from this synthesis: (1) stylistics as a tool for improving L2 performance; (2) stylistics' contribution to building language awareness; (3) stylistics as a tool for building academic skills beyond L2 acquisition. This work explores these themes and discusses the research practices informing the claims made therein, highlighting a consistent underreporting or under collecting of data as a recurring problem in the literature. This shortcoming precludes a meta-analysis of the literature, and this article argues that this shortcoming contributes to a justifiably weak representation of stylistics in second or foreign language contexts. To rectify this issue suggestions are made for more thorough reporting of data and a more robust research agenda in second or foreign language-based, stylistic contexts.

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Section: Resultssupporting

confidence: 93%

Section: Discussionmentioning

confidence: 96%

Section: Studies Demonstrating Learner Benefits Beyond Language Acquimentioning

confidence: 96%

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Pedagogical stylistics in multiple foreign language and second language contexts: A synthesis of empirical research

Fogal

2015

Language and Literature

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“…In L2 pedagogical contexts, the claim is that linguistic aspects of texts need to be made more explicit and that language learners find these a particularly useful way in to developing fuller responses and interpretations. A useful short review of these topics can be found in McRae and Clark 2004;Hall 2014. Poetic language Literally, the language used in poetry, or more widely in literary writing, and so includes traditionally central ideas of literary language such as metaphor or alliteration. More broadly understood, poetic language is 'creative language', and so not distinctive to literature, but found across a wide range of language use, including everyday conversations.…”

Section: Mixed Methods Researchmentioning

confidence: 99%

Literature in Language Education

Hall

2015

Self Cite

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Research and Practice in Applied Linguistics Series Standing Order ISBN 978-1-403-91184-1 hardcover 978-1-403-91185-8 paperback (outside North America only)You can receive future titles in this series as they are published by placing a standing order. Please contact your bookseller or, in case of difficulty, write to us at the address below with your name and address, the title of the series and the ISBN quoted above.

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“…When stylistics is applied to a classroom setting, it becomes pedagogical stylistics, where its chief aim is to 'sensitize students to language use within the texts chosen for study (Clark and Zyngier, 2003: 341, see also Hall, 2014 andJeffries andMcIntyre, 2011).…”

Section: Pedagogical Stylistics and The Re-contextualisation Processmentioning

confidence: 99%

Stylistics goes to school

Cushing

2018

Language and Literature

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Stylistics offers a wealth of benefits to English teachers who wish to integrate aspects of language and literature together, and to engage their students in a text-driven, reader-response informed grammar pedagogy. Recently, there has been a growing interest in how stylistics can be re-contextualised to schools, with academics working collaboratively with teachers in teacher workshops, school curriculum reform and classroom-based research. In this paper, I aim to provide a picture of what this work looks like, and I argue that it presents an important moment in the history of stylistics, both as a discipline and as a pedagogical method. The re-contextualisation of stylistics to schools has the potential to further validate academic research findings, as well as offering English teachers an enabling and accessible toolkit for teaching about language and literature that is likely to sit comfortably with their own beliefs about the subject. However, there are various logistical and political complexities involved, such as access to training, teacher subject knowledge and teacher attitudes towards linguistics. In light of these complexities, I discuss the design and implementation of a training course about stylistics for teachers, and how course participants have taken the knowledge acquired and actualised it in their own practice. I also present some of the barriers that teachers have faced in trying to do so. I argue that stylistics is beneficial for teachers, and that the present moment presents an important and potentially fruitful time for the discipline.

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Pedagogical stylistics

Cited by 14 publications

References 0 publications

Pedagogical stylistics in multiple foreign language and second language contexts: A synthesis of empirical research

Pedagogical stylistics in multiple foreign language and second language contexts: A synthesis of empirical research

Literature in Language Education

Stylistics goes to school

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