The Limits of Teaching Literary Discourse: A Stylistic Approach

https://doi.org/10.48185/spda.v3i1.436

Authors

Keywords:

Teaching, literature, stylistics, foregrounding, limits.

Abstract

Some scholars take it for granted that literature and linguistics are detached areas of education.  Stylistics, however, as the study will show, is the field where literary criticism and linguistics could overlap and thus contribute to ameliorating the strategies of teaching literature. There are two streams of literary criticism: the textual approaches, such as Formalism and New Criticism, which highlight close reading of the given text. On the other hand, there are contextual disciplines, for instance, Marxist Criticism and Feminist Criticism, which draw on socio-political and ideological movements. Consequently, teachers vary in the way they interpret and instruct their students. Stylistics, nonetheless, is a field where different approaches could converge. It is not only a theory describing how one could read and understand a literary discourse but also a pedagogical method that could help students appreciate literature and encourage them to be involved in the interpretation procedure. The study will illustrate these points through the discussion of “foregrounding”—a stylistic device—in Gerard Manley Hopkins’ poem: “Pied Beauty”. Yet, however efficient in stylistics a teacher could be, he/she should respect certain limits.

Published

2022-07-25

How to Cite

Abarchah, M. (2022). The Limits of Teaching Literary Discourse: A Stylistic Approach. Studies in Pragmatics and Discourse Analysis, 3(1), 1–6. https://doi.org/10.48185/spda.v3i1.436

Issue

Section

Articles