Stylistics in Second Language Contexts: A Critical Perspective

Hall, Geoff

doi:10.1057/9780230624856_1

Cited by 14 publications

(32 citation statements)

References 15 publications

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“…Lacking from the perspective of applied linguistics scholarship is a more rigorous research agenda aimed at demonstrating via verifiable conclusions the benefits of stylistics in classroom-based L2 learning contexts. This finding is not new and is consistent with previous works (BellardThomson, 2010;Carter, 2007Carter, , 2010Edmondson, 1997;Fialho et al, 2012;Hall, 2005Hall, , 2007Hall, , 2014'PALA PED-SIG', 2012;Paran, 2008;Verdonk, 2002;Zyngier and Fialho, 2010). Rather, the contribution of this study is threefold.…”

Section: Resultssupporting

confidence: 92%

“…To best answer this call, and the widespread call of Hall (2007Hall ( , 2014 and others for more empirically oriented studies in this context, future studies may wish to pursue the following suggestions. First, researchers working on empirically-based investigations may wish to consider adhering to research practices that encourage the reporting of more data than is typically presented in L2 studies into pedagogical stylistics to date.…”

Section: Discussionmentioning

confidence: 99%

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Pedagogical stylistics in multiple foreign language and second language contexts: A synthesis of empirical research

Fogal

2015

Language and Literature: International Journal of Stylistics

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This article examines the efficacy of pedagogical stylistics as a learning tool for developing second or foreign language proficiency. Pedagogical stylistics -an instrument for investigating the linguistic, sociocultural and dialogic features inherent in literary and non-literary texts -has often been criticized for relying too heavily on intuition rather than empirical support to substantiate its employment in language learning classrooms. To better understand this criticism a coding framework adapted from previous research was employed to synthesize 13 studies across four, second or foreign languages in nine countries. Three themes emerged from this synthesis: (1) stylistics as a tool for improving L2 performance; (2) stylistics' contribution to building language awareness; (3) stylistics as a tool for building academic skills beyond L2 acquisition. This work explores these themes and discusses the research practices informing the claims made therein, highlighting a consistent underreporting or under collecting of data as a recurring problem in the literature. This shortcoming precludes a meta-analysis of the literature, and this article argues that this shortcoming contributes to a justifiably weak representation of stylistics in second or foreign language contexts. To rectify this issue suggestions are made for more thorough reporting of data and a more robust research agenda in second or foreign language-based, stylistic contexts.

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Section: Resultssupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Pedagogical stylistics in multiple foreign language and second language contexts: A synthesis of empirical research

Fogal

2015

Language and Literature: International Journal of Stylistics

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“…An alternative explanation would be that the teacher's intuitive perception was primed by the negative reactions of few students. This reinforces the need for empirical studies such as this one so as to avoid sole reliance on teachers' intuitions (Fogal, 2015;Hall, 2007).…”

Section: Resultsmentioning

confidence: 64%

“…Carter and Goddard, 2016;Carter and McRae, 1996;Carter and Nash, 1990;Durant and Fabb, 1990;Hall, 2007;Short, 1989;Simpson, 2004;Toolan, 1998;Watson and Zyngier, 2007;Widdowson, 1975). Among the areas where stylistics can make a useful contribution to pedagogical practice, Hall (2014: 240) includes linguistic creativity and second or foreign language learning.…”

Section: Introductionmentioning

confidence: 99%

Exploring new territories in pedagogical stylistics: An investigation of high-school EFL students’ assessments

Viana¹,

Zyngier

2017

Language and Literature: International Journal of Stylistics

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The growing number of recent publications on pedagogical stylistics indicates that this area is still of much interest to those who invest in the integration of language and literature. However, evidencebased assessments of pedagogical stylistics are still few and depend mostly on teachers' intuitions. The present study contributes towards filling this gap by examining 28 reflective accounts produced by highschool English as a foreign language (EFL) teenagers who participated in a literary awareness workshop on iconicity. Branching out from pedagogical stylistics, literary awareness is here described as a program which aims at sensitizing students to verbal artistry. The bottom-up analysis of the participants' accounts reveals five main aspects -"applicability," "learning," "materials," "students" and "teaching" -and indicates that the workshop was to a certain degree transformative. Instead of an instrumental approach to language learning, the workshop aimed mostly at consciousness-raising. Students' assessment of the workshop was quite positive, and they linked in-class experience with their lives outside the school. The results indicate that, besides learning a foreign language, the process of reflection has led students beyond the text. We conclude by discussing the implications of the workshop for both pedagogy and research. KeywordsPedagogical stylistics, literary awareness, critical pedagogy, English language teaching and learning, English as a foreign language, high school, student appraisal, empirical approach IntroductionSince Jakobson (1960) called for the integration of linguistics and poetics, several stylisticians have worked towards combining his theoretical postulations with classroom applications (e.g.

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“…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.…”

mentioning

confidence: 99%

Using Literature for Children and Adolescents for Intermediate Language Acquisition

Chen

Squires

2011

TESOL Journal

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This article suggests that literature written for children and adolescents is appropriate for use with intermediate‐level students of English as a second or foreign language of all ages (including adults). Following a description of this literature, three instructional applications are reviewed: extensive free reading based on language acquisition theory, close reading while attending to form and function using stylistic analyses along with a language awareness perspective, and reading a story to develop essential cultural understanding of the target language. These applications are framed by a discussion of related research. Literature for children and adolescents offers a light linguistic and content load. With interesting characters, themes, insights, and styles, these texts may capture adult interest and act as a bridge to more complex texts.

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Stylistics in Second Language Contexts: A Critical Perspective

Cited by 14 publications

References 15 publications

Pedagogical stylistics in multiple foreign language and second language contexts: A synthesis of empirical research

Pedagogical stylistics in multiple foreign language and second language contexts: A synthesis of empirical research

Exploring new territories in pedagogical stylistics: An investigation of high-school EFL students’ assessments

Using Literature for Children and Adolescents for Intermediate Language Acquisition

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