A Discourse-Based View in Interdisciplinary Approaches to Fictional Text Analysis

封面

如何引用文章

全文:

详细

As 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.

作者简介

Alcina Sousa

University of Madeira

Email: alcina.sousa@staff.uma.pt
Colégio dos Jesuítas, Rua dos Ferreiros, 9000-082 Funchal, Portugal

参考

  1. Aston, G. (1988) Learning Comity. Bologna: Editrice CLUEB
  2. Austin, J. (1976) How to do Things with Words: An Essay in the Philosophy of Language. Oxford: Oxford University Press
  3. Bally, C., Sechehaye, A. (eds.) (1966) Ferdinand de Saussure: Course in General Linguistics [1959] (trans. Wade Baskin). New York: McGraw-Hill
  4. Barthes, R. (1977) Image - Music - Text. New York: Hill and Wang
  5. Calvo, L. (2009) Perspectives on Discourse Analysis: Theory and Practice. Cambridge: Cambridge Scholars
  6. Carter, R. (1997) Investigating English Discourse: Language, literacy and literature. London and New York: Routledge
  7. Carter, R. (1994) Teaching Literature: A View for the 90s. Greta, Granada, vol. 2 (2/Dec.), 5-10
  8. Clark, B. (2013) Relevance Theory. Cambridge: Cambridge University Press
  9. Clark, B. (2014) Pragmatics and Inference. In Stockwell, P., & Whiteley, S. (eds.) The Cambridge Handbook of Stylistics (300-314). Cambridge: Cambridge University Press
  10. Clarke, U., & Zyngier, S. (2003) Towards a Pedagogical Stylistics. Language and Literature, 12, 4, 339-351
  11. Cockcroft, R., Cockcroft, S., Hamilton, C., & Hidalgo-Downing, L. (2014) Persuading People: An Introduction to Rhetoric. Basingstoke: Palgrave Macmillan
  12. Cook, G. (1992) The Discourse of Advertising. London and New York: Routledge
  13. Crystal, D., Davy, D. (1985) Investigating English Style. New York: Longman
  14. Culler, J. (1994) Structuralist Poetics - Structuralism, Linguistics and the Study of Literature [1975]. London & New York: Routledge & Kegan Paul
  15. De Man, P. (1979) Allegories of Reading: Figural Language in Rousseau, Nietzsche, Rilke and Proust. New York: Yale University Press
  16. Derrida, J. (1978) Writing and Difference. Chicago: University of Chicago Press
  17. Durant, A. (2001) Comprehension and Problem-Solving in The Literature Classroom. The Nottingham Linguistic Circular 16, The School of English Studies, University of Nottingham, Nottingham, 1-18
  18. Emmott, C. (2002) Split Selves in Fiction and in Medical Life Stories. In Semino, E. & Culpeper, J. (eds) Cognitive Stylistics: Language and Cognition in Text Analysis,153-182)
  19. Fairclough, N. (1992) Language and Power. Essex: Longman
  20. Fairclough, N. (1995) Media Discourse. London: Edward Arnold
  21. Frye, N. (1990) Anatomy of Criticism: Four Essays [1971]. New Jersey: Princeton University Press
  22. Gee, J. P. (2001) Discourse and Sociocultural Studies in Reading. Kamil, M., Mosenthal, P., Pearson, P., Barr, R. (2001) Methods of Literacy Research: The Methodology Chapters of the Handbook of Reading Research, Vol. III., chapter 9 (195-207), New Jersey/London: Lawrence Earlbaum Associates
  23. Giovanelli, M. (2010) Pedagogical Stylistics: A Text World Theory Approach to the Teaching of Poetry. English in Education, 44, 3, 214-231
  24. Giovanelli, M. (2016) Text World Theory as Cognitive Grammatics: A Pedagogical Application in the Secondary Classroom. In: Gavins, J., & Lahey, E. (eds) World Building: Discourse in the Mind
  25. Grice, P. (1991) Studies in the Way of Words. Harvard: Harvard University Press
  26. Hall, H., Curtin, A., Rutherford, V. (2014) Networks of Mind: Learning, Culture, Neuroscience. London & New York: Routledge
  27. Halliday, M. (1985) An Introduction to Functional Grammar. London: Edward Arnold
  28. Halliday, M. (1989) Spoken and Written Language [1985]. Oxford: Oxford University Press
  29. Hart, C. (2014) Discourse, Grammar and Ideology: Functional and Cognitive Perspectives. London and New York: Bloomsbury Academic
  30. Humboldt, W. (1999) On Language. In M. Losonsky (ed.). Cambridge: Cambridge University Press
  31. Hutcheon, L. (1995) Irony’s Edge: the Theory and Politics of Irony. London and New York: Routledge
  32. Iser, W. (1993) The Fictive and the Imaginary: Charting Literary Anthropology. Baltimore: The Johns Hopkins University Press
  33. Jeffries, L. (2007) Textual Constructions of the Female Body. Basingstoke: Macmillan
  34. Jeffries, L. (2010) Critical Stylistics: The Power of English. Basingstoke: Palgrave Macmillan
  35. Kamil, M., Mosenthal, P., Pearson, P., Barr, R. (2001) Methods of Literacy Research: The Methodology Chapters of the Handbook of Reading Research, Vol. III. New Jersey/London: Lawrence Earlbaum Associates
  36. Lambrou, M., & Durant, A. (2014) Media Stylistics. Stockwell, P., & Whiteley, S. (eds) The Cambridge Handbook of Stylistics. Cambridge: Cambridge University Press. Pp. 503-519
  37. Lankshear, C., & Knobel, M. (2006) New literacies. 2nd ed. Maidenhead, UK: Open University Press
  38. Leech, G. (1969) A Linguistic Guide to English Poetry. London: Longman
  39. Leu, D. Castek, J., Hartman, D., (2006) Evaluating the development of scientific knowledge and new forms of reading comprehension during online learning. Final Report to North Central Regional Educational Laboratory/Learning Point Associates. Chicago, IL
  40. Leu, D. J., Zawilinski, L., Castek, J., Banerjee, M., Housand, B., Liu, Y., and O’Neil. (2007) What is new about the new literacies of online reading comprehension? In L. Rush, J. Eakle, & A. Berger (eds.). Secondary school literacy: What research reveals for classroom practices. (37-68). Urbana, IL: National Council of Teachers of English. Available at http://www.newliteracies.uconn.edu/docs/whats%20new%20about%20online%20reading% 20comprehension.pdf
  41. Leu, D. J., Kinzer, C. K., Coiro, J., Castek, J., Henry, L. A. (2013) New literacies: A dual level theory of the changing nature of literacy, instruction, and assessment. In Alvermann, D.E., Unrau, N.J., & Ruddell, R.B. (Eds.). Theoretical models and processes of reading (6th ed.), 1150-1181. Newark, DE: International Reading Association. Available at: http://www.reading.org/ Libraries/books/IRA-710-chapter42.pdf
  42. Leu, D. J., Forzani, E., Rhoads, C., Maykel, C., Kennedy, C., Timbrell, N. (2015) The new literacies of online research and comprehension: Rethinking the reading achievement gap. Manuscript accepted for publication in Reading Research Quarterly, 50(1). doi: 10.1002/rrq.85
  43. Leu, D. J., Maykel, C. (2015) Thinking in new ways and in new times about reading. Literacy Research and Instruction, 55 (2)
  44. Lier, L. (1995) Introducing language Awareness. London: Penguin
  45. MachMahon, B. (2006) Relevance Theory: stylistic applications. In: Brown, K. (ed) Encyclopaedia of Language and Linguistics (519-522). Oxford: Elsevier
  46. McCarthy, M., & Carter, R. (2001) Size isn’t everything: spoken English, corpus and the classroom. TESOL Quarterly, 35, 2, 337-340
  47. McRae, J., & Boardman, R. (1984) Reading between the Lines: Integrated Language and Literature Activities. Cambridge: Cambridge University Press
  48. McRae, J. (1991) Literature with a Small ‘l’. London: Macmillan
  49. McRae, J. (1994) “An Interview with John McRae”. Greta, Granada, vol. 2 (2/Dec.), 35-41
  50. Naciscione, A. (2001) Phraseological units in literary discourse: implications for teaching and learning. Cauce: Revista de Filologia e su Didáctica, 24, 53-67
  51. Porto, M., & Byram, M. (2015) Developing intercultural citizenship education in the language classroom and beyond. Argentinian Journal of Applied Linguistics, 3, 2, 9-29
  52. Reisigl, M. (2011) (Critical) Discourse analysis and pragmatics: Commonalities and differences. In Hart, C. (ed.) Critical Discourse Studies in Context and Cognition (7-27). Amsterdam/ Philadelphia: Johns Benjamins Publishing Company
  53. Rumelhart, D. (1984) Understanding Understanding. James Flood (ed.). Understanding Reading Comprehension. Newark: International Reading Association, 1-20
  54. Searle, J. (1995) The Construction of Social Reality. New York: Free Press
  55. Semino, E. (2014) Pragmatic failure, mind style and characterisation in fiction about autism. Language and Literature, 23, 2, 141-158
  56. Sinclair, J. (1991) Corpus, Concordance, Collocation. Oxford: Oxford University Press
  57. Sousa, L. (1994) The Relation between Metalinguistic Awareness and Reading in the Native and the Foreign Language. Unpublished PhD dissertation. Azores: University of the Azores
  58. Sousa, A. (1997) Down with 'cribs': developing discourse competence”. Proceedings of the 1st International Conference on Discourse Analysis, Maria Emília Ribeiro Pedro (ed.), Lisbon, Portugal, May 1997, 103-124
  59. Sousa, A. (1998) Who cares about stylistics in an EFL classroom? Greta, 7 (1), 85-96
  60. Sousa, A. (1999) Who Cares About Stylistics in an EFL Classroom? In Greta, Adelina Espinosa and Bryan Robinson (eds.), Granada, Spain, vol. 7 (1), 85-96
  61. Sousa, A. (2000) Breaking the Ice with Literary Extracts: Old/New Voices in Ever Developing EFL Reading Contexts”. ANPLI Proceedings - 8th and 9th Meetings, English - Diversity and Challenge, Braga, Portugal, 124-141
  62. Sousa, A. (2000) The clashing I’s in literary and pedagogical discourse: André Brink’s A Dry White Season in an EFL/Portuguese setting. PALA 19 Conference Papers, Discourses of War and Conflict, Annette Combrink and Ina Biermann (eds.), Potchefstroom, South Africa, 201-217
  63. Sousa, A. (2002) Is text analysis in EFL contexts reader-oriented/“real” student-oriented? - The Validity of Questionnaires in Pedagogical Stylistics? PALA Proceedings 21, Textual Secrets, The Message of the Medium. In Judith Mólnar and Szilvia Csábi (eds.), Budapest, Hungary, 2002, 513-524
  64. Sousa, A., & Cíbiková, I. (2016) A Stylistics Approach to Canon Breaking Texts. Trnave: University of Ss. Cyril and Methodius
  65. Sousa, A & Costa, D. (2001) Broadening horizons in stylistics: The multimedia lab as a challenging tool for text analysis in EFL contexts. CAUCE, Teaching and Learning Foreign Languages, John McRae (ed.), Seville, Spain, 2001, vol. 12/1, 175-184. Available at: http://dialnet.unirioja.es/ servlet/oaiart?codigo=625278
  66. Swales, J. (1991) Genre Analysis, English in Academic and Research Settings. Cambridge: Cambridge University Press
  67. Traugott, E., & Pratt, M. (1980) Linguistics for Students of Literature. New York: Harcourt Brace Jovanovich
  68. Urquhart, A., & Weir, C. (1998) Reading in a Second Language: process, product and Practice. London and New York: Routledge
  69. Waugh, L, Monville-Burston, M. (eds.) (1998) On Language: Roman Jakobson. Cambridge: Harvard University Press
  70. Verdonk, P. (ed.) (1993). Twentieth Century Poetry: From Text to Context. London & New York: Routledge

版权所有 © Sousa A., 2017

Creative Commons License
此作品已接受知识共享署名-非商业性使用 4.0国际许可协议的许可。

##common.cookie##