Russian Journal of LinguisticsRussian Journal of LinguisticsRussian Journal of Linguistics2687-00882686-8024Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)1590510.22363/2312-9182-2017-21-2-390-404ArticlesСтатьиArticlesResearch ArticleA Discourse-Based View in Interdisciplinary Approaches to Fictional Text AnalysisДискурсивно-ориентированные междисциплинарные подходы к анализу художественных текстовSousaAlcinaСоусаАльсинаalcina.sousa@staff.uma.ptUniversity of MadeiraУниверситет Мадейры15122017212VOL 21, NO2 (2017)ТОМ 21, №2 (2017)39040426042017Copyright ©; 2017, Sousa A.Copyright ©; 2017, Соуса А.Copyright ©; 2017, Sousa A.2017Sousa A.Соуса А.Sousa A.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/linguistics/article/view/15905As patterns of communication change in a globalized society, literacy in foreign languages, especially English, becomes an issue of ever growing relevance to all those involved in the educational system, not to mention those who are to learn all their life long. As such, the goal of this article is to discuss how EFLit (English as a Foreign Literature) students can gain in both linguistic competence and critical awareness thereof, should their teachers/lecturers abide to a discourse-based view on (literary) language and approach the selected texts by following a pedagogical stylistics orientation also drawing eclectically on pragmatics and other areas of knowledge within the broader domain of applied linguistics. Here under focus will be a discussion of the topics on which literary and linguistic studies show greatest potential for (theoretical) convergence and, above all, combined applications in lecture setting. Crucially, it will be argued that a pedagogical stylistics approach to EFLit teaching/learning both develops students’ linguistic competence and raises their awareness as to the meaning making potential of language in use in the texts at hand as well as in their larger historical and sociocultural settings. This will be illustrated by highlighting some textual features within a short extract of Fred D’Aguiar’s The Longest Memory (1995) and the linguistic competence that its comprehension would demand from students.С изменением моделей коммуникации в ситуации глобализации изучение иностранных языков, особенно английского языка, становится все более важной проблемой для лиц, работающих в системе образования, не говоря о тех, кто должен поддерживать свой академический уровень на протяжении всей жизни. Целью данной статьи является обсуждение возможных способов наращивания языковой компетенции и навыков анализа языка обучающимися по программам EFLit. Соответственно, автор задается вопросом о том, должен ли преподаватель придерживаться основанного на дискурсивном подходе понимания (нормативного) языка и анализировать тексты, следуя принципам педагогической стилистики и учитывая знания прагматики и других областей знания в рамках более широкой области прикладной лингвистики. На первый план обсуждения в статье вынесены те области, которые в наибольшей степени подвержены конвергенции лингвистики и методики обучения языку. В частности, в статье показано, что педагогическая стилистика в обучении EFLit развивает учебные компетенции и повышает осведомленность учащихся о процедурах передачи языкового значения в рамках текста и, более широко, культурного и социального контекста. Анализ отрывка из книги Фреда Д’Агуайра «Насколько я помню» (1995) помогает понять, какие языковые компетенции требуются в процессе чтения для понимания этой книги.EFLitpedagogical stylisticsreadinglanguage and literary awarenessdiscourse-based viewпедагогическая стилистикачтениеязыковая грамотностьдискурсивный подход[Aston, G. (1988) Learning Comity. Bologna: Editrice CLUEB][Austin, J. (1976) How to do Things with Words: An Essay in the Philosophy of Language. Oxford: Oxford University Press][Bally, C., Sechehaye, A. (eds.) 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