Stylistic Approach in Teaching of Long poems to the Engineering Students

Abstract

Literature in the language classroom has been an on-going debate ever since structuralists pleaded for an exclusive course on language learning. Only the communicative approach to language learning modified it ever so little by introducing concrete personal, social official situations where language is required to be used widely. Similarly, stylistics in the early phases prided on its being a language study of literary texts. With the advent of ‘discourse’ as the chief aspect of language during 1980s language learning underwent considerable change (Ronald Carter, p. vii). The dichotomy between language and literature died out as discourse always works using all the potentials of the language in terms of context, intertext, coherence, cohesion and intention. Stylistics is nowadays generally contextualized and discourse-based (Verdonk, 2002; Simpson, 2004), focusing on issues of choices of style, register, genre, culture and identities in varying contexts.