This edited book provides cutting edge contributions from an international array of prominent experts who discuss the relevance of pedagogical stylistics in relation to diverse contexts and areas, including empirical approaches, corpus stylistics, creative writing, literary-linguistic criticism, students as researchers, critical discourse, academic register, text-world pedagogy, cognitive stylistics, classroom discourse, language of literary texts, L1/L2 education, EFL learners, and multimodal stylistics. Intended as a follow-up to Watson and Zyngier (2007), this volume situates the reader by offering a broad assessment of how the field has developed during the past 15 years and where it stands now. By examining both contemporary research and future challenges, it should be regarded as essential reading for all teachers, researchers, scholars, and students interested in understanding language and how to apply stylistics in educational settings. This book will be of interest to students and scholars working in stylistics, cognitive linguistics, language teaching, applied linguistics, literary studies, and materials development.
Rezensionen / Stimmen
"This intelligently plotted book critically revisits and updates their equally ambitious Literature and Stylistics for Language Learners . . this valuable book goes a good way towards answering, from various angles, the question posed by Michael Burke (2010) in his seminal paper 'Why Care about Pedagogical Stylistics?' and, for that reason alone, it merits attention." (Paul Hullah, JALT Journal, Vol. 45 (1), May, 2023)
Auflage
Sprache
Verlagsort
Verlagsgruppe
Springer International Publishing
Zielgruppe
Illustrationen
13
13 s/w Abbildungen
XXXII, 405 p. 13 illus.
Maße
Höhe: 210 mm
Breite: 148 mm
Dicke: 24 mm
Gewicht
ISBN-13
978-3-030-83611-5 (9783030836115)
DOI
10.1007/978-3-030-83609-2
Schweitzer Klassifikation
Sonia Zyngier
is Adjunct Professor at the Federal University of Rio de Janeiro, Brazil. Her relevant publications include 'Postscript: Pedagogical stylistics: Past and Future' (Language and Literature, 2020), and Language, Discourse, Style: Selected works of John McH. Sinclair (2016). She has co-authored, Scientific Methods for the Humanities (2012), Scientific Approaches to Literature in Learning Environments (2016), and a chapter in Innovations in Language Learning and Teaching (2020). She is an English language coordinator for Fundação CECIERJ, and co-edits the Linguistic Approaches to Literature series (John Benjamins).
Greg Watson has published widely in linguistic stylistics, pedagogical stylistics, and language contact studies. He is a former Professor of English Language and Culture at the University of Eastern Finland, Adjunct Professor in Sociolinguistics at the University of Tampere, andAdjunct Professor in Applied Linguistics at the University of Oulu. His publications include Doin' Mudrooroo. Elements of Style and Involvement in the Early Prose Fiction of Mudrooroo (1997), and The State of Stylistics (2008). He has also co-edited Finno-Ugric Language Contacts (2006), and Literature and Stylistics for Language Learners (2007).
Foreword: Professor Peter Verdonk.- Part I: Assessing and broadening the scope of Pedagogical Stylistics.- Chapter 1. Pedagogical stylistics (PS) since 2007. A baker's dozen. (Geoff Hall).- Chapter 2. Corpora in the classroom: teaching style and register variation to Japanese EAP students via pedagogical corpus stylistics. (Marcus Bridle and Dan McIntyre).- Chapter 3. Literary Criticism and Linguistic Criticism: The Case of Ezra Pound's Present Perfect (Violeta Sotirova).- Chapter 4. Devices, Settings and Distractions: A study into how people read Literature. (Esmeralda Bon and Michael Burke).- Part II: Cognitive perspectives.- Chapter 5. Trust the reader. (Peter Stockwell).- Chapter 6. Re-thinking stylistics through Cognitive Grammar: Construal and point of view in the classroom. (Chloe Harrison and Marcello Giovanelli).- Chapter 7. A text-world pedagogy for young stylisticians. (Ian Cushing).- Chapter 8. Text World Theory in the English Classroom (Joanna Gavins and Paul O´Farrell).- Part III: Reader Engagement and Feelings.- Chapter 9. Away from reading - toward oral feelings. Experiments on poetry with students. (Anna Chesnokova and Willie van Peer).- Chapter 10. The challenges of evaluating literary text engagement using pedagogical stylistics with young bilingual learners. (Odette Vassalo).- Chapter 11. Multimodality and reader engagement. (Olivia Fialho and Natalia Igl).- PART IV: Innovations in the Educational Setting.- Chapter 12. Revising Role-Based Literature Circles for EFL Classrooms in Japanese Universities (Paul Sevigny).- Chapter 13. Rhyme and repetition in an EFL classroom in Brazil: An empirical assessment. (Juliana Jandre, Sonia Zyngier and Vander Viana).- Chapter 14. Why do I write this way? - tracking the stylistic development of doctoral writers (Jane Spiro).- Chapter 15. A Study on the Correlation between L1 and L2 Proficiency: A Pedagogical Stylistic Analysis of English Writings by Japanese EFL Learners (Azumi Yoshida and Masayuki Teranishi).- PART V: Afterword.- Looking ahead (Michael Toolan).
