Introducing literary awareness

Stylistic Use of Phraseological Units in Discourse

“…Over recent decades, much linguistic effort has been devoted to style and the teaching of literature, that is, to the pragmatic aspects of stylistic research to raise sensitivity to the use of language in literature (Crystal andDavy [1969] 1995;Leech [1969Leech [ ] 1993Widdowson [1975] 1991; Leech andShort [1981] 1994;Brumfit andCarter [1986] 1991;Long [1987] 1995;Short [1988Short [ ] 1992Short [ , 1996Nash [1990] 1995;Zyngier 1994Zyngier , 1999Zyngier , 2000Mills 1995;Simpson 1997Simpson , 2004Bex, Burke and Stockwell 2000, and others).…”

“…For literary awareness, see Zyngier (1994Zyngier ( , 1999. She argues for the emergence of a new discipline -Literary Awareness -and shows how it can be beneficial to L2 students (Zyngier 1994: 95).…”

“…Discoursestylistics focuses on use of language and the stylistic features essential for understanding and appreciation of longer stretches of text (Carter and Simpson 1989;McRae [1987McRae [ ] 1990Carter [1994] 1995;Carter 1996: 1-15;Emmott [1997Emmott [ ] 1999. Pedagogicalstylistics has emerged to view the teaching of literature from the pedagogical standpoint (Bex 1988;Short [1988Short [ ] 1992Nash [1990] 1995;Carter and Long 1991;Widdowson 1992;Zyngier 1994Zyngier , 1999Zyngier , 2000Carter 1997;Clark and Zyngier 2003 et al). Cognitivestylistics is interested in the interaction between thought and language, figurative use of language, construction of new meanings and forms, and other cognitive aspects of language use (Lakoff and Turner 1989;Steen 1994Steen , 2006Semino and Culpeper 2002;Gavins and Steen 2003;Semino 2008 et al).…”

Üslûpbi̇li̇me Kültürel Bi̇r Yaklaşima Doğru

“…O, esas noktaları sağlar ve kopyacı öğrenciler metin içinde yollarını yaratması gerekir. Gerçekten, üslûpbilim, değerli olarak belirli topluluklar tarafından çok değer verilen metinlerin öğretimi için çok potansiyel araç olduğunu göstermektedir (Carter & Long, 1987;Zyngier, 1994; Carter & McRae, 1996; Carter, 1997 ve diğerleri). Argümanımı desteklemek için, üslûpbilimin görüldüğü farklı ıĢıklardan bazısını tasvir edeceğim, büyük karĢıt seslerden bazısını tartıĢacağım ve kavramsallaĢtırılmıĢ bir pedagojik üslûpbilimi tasvir etmeye yardım eden teorik bir model sağlayacağım (Ayrıca bkz.…”

Using Literature for Children and Adolescents for Intermediate Language Acquisition

“…This article explores another solution: the use of literature written for children and adolescents with intermediate-level students of English as a second or a foreign language of all ages (including adults). Use of this literature is applied to three instructional contexts: extensive free reading based on language acquisition theory (Krashen, 2003), close reading using stylistic analyses (Akyel, 1995;Buckledee, 2002;Hall, 2007;Rosenkjar, 2006;Simpson, 2004) from the perspectives of both language awareness (Carter, 2003;Chan, 1999) and literary awareness (Zyngier, 1994(Zyngier, , 1999, and reading to learn essential cultural aspects of language (Kramsch, 1993;Lantolf, 2000;both cited in Carter, 2007). Based on the findings of Cho and Krashen (1994) and Rodrigo, Krashen, and Gribbbons (2004), we suggest that moderate-length texts, simple narratives, concrete language, and compelling stories found in literature for children and adolescents (Temple, Martinez, & Yokota, 2006) will bridge intermediate-level students to more complex language.…”