Discourse reflects language use beyond the sentence level; it is embodied in the concrete realization of a set of oral or written sentences that may conform to the language norms or may deviate from them depending on the intentions and linguistic knowledge of the users. In fact, the application of pragmatic norms results in the production of appropriate sentences while the violation of these rules leads to the generation of infelicitous discourse caused by pragmatic deviance which represents a sort of linguistic innovation despite its reflection of inappropriate language use. Therefore, the present article deals with the issue of pragmatic deviation in literary discourse. First, it explains the significance of pragmatic deviance. Then, it discusses the exploitation of pragmatically motivated discourse deviation in literary texts through the analysis of sentences extracted from different novels. Finally, it lists the distinct effects produced by such a phenomenon on the readers and scholars. Generally speaking, this article attempts to uncover the contribution of pragmatic deviance to the richness of literary discourse and the variation of language use.

Writing is a cognitive task that reflects the writer's thought; it is a productive skill granting the learners of English as a foreign language (EFL) the opportunity to display their linguistic knowledge and convey their ideas. However, the students think differently which leads them to adopt distinct ways for generating a written product. Therefore, the present study attempts to explore the influence of exploiting different knowledge processing approaches on EFL learners' writing performance taking into consideration the synergistic function of the students' awareness and thinking styles in written production. To achieve such an objective, the studied case revolved around a sample of 40 third year EFL learners studying at the English department at Tlemcen University. The research instruments included two tests and follow-up questionnaires. The collected data were analyzed quantitatively and qualitatively. The research findings have elicited that the students' writing performance fluctuates depending on the level of thought assessed in the given tasks leading to the conclusion that the quality of the written output is largely determined by the adopted type of thinking style which is closely associated with the learners' awareness of their personal knowledge and abilities.

ÖzetLiteratür İngilizce'yi yabancı dil olarak öğrenimin sürecinde farklı işlemleri yerine getirmektedir. Bu nedenle, sıklıkla bir modül olarak öğrenilmektedir. Bundan başka, dil ile ilgili mödüllerde bütünleşik bir dilsel kaynağı temsil edebilir. Ancak, bazı öğrenciler tarafından takdir edilmeyebilir. Bu çalışmada öğrencilerin dil derslerinde edebi metinlerin entegrasyonuna yönelik tutumlarını ve reaksiyonlarını incelenmiştir. Araştırma aracı olarak bir anket ve sınıf içi gözlemi kullanılmıştır. İncelemenin örneklemini İngiliz dili bölümünden 30 öğrenci oluşturmuştur. Toplanan veriler nicel ve nitel olarak analiz edilmiştir. Elde edilen bulgular ışığında, öğrencilerin dil derslerinde edebi metinlerin kullanılmasına yönelik olumlu tutumları bulunmuştur.

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