text-based approaches.ppt

7/28/2019 text-based approaches.ppt

1/22

TEXT-BASEDAPPROACHES

Formalism, Structuralism andStylistics


2/22

INTRODUCTION

It is inevitable to appreciate sufficiently the potential

of language for making literary communicationsuccessful and establishing discourse togetherness

Detailed analysis of the language of the literary text

helps the students to make meaningfulinterpretations or informed evaluation of it

At the same time, students increase their generalawareness and understanding of English

EFL/ESL instructor should encourage the learnersto draw on their knowledge of familiar grammatical,lexical, or discourse categories to make aesthetic

judgments of the text as literary discourse


3/22

A text-based approach is quite a broad approachwhich covers a range of different goals and

procedures in terms of the wide-ranging domainsof language

Generally speaking, text-based approach focuses

on a closer integration of language and literaturein the EFL/ESL classroom, since this assists thestudents in achieving their main aim which is toimprove their competency of, and proficiency inEnglish


4/22

Techniques and procedures IN Text-

Based Approaches in EFL/ESL Context

A text-based approach to using literature includestechniques and procedures which are concernedmore directly with the study of the literary text itself

Text-based approach provide the students with thetools they need to interpret a text and to makecompetent critical judgments of it

The overall aim of text-based approach to usingliterature is to let the students derive the benefits ofcommunicative and other activities for languageimprovement within the context of suitable works of

literature


5/22

Textual types

Descriptive Type Text

Used to

engage reader's attention

create characters

to set a mood or create an atmosphere to bring writing to life


6/22

Narrative Type TextThe focus of the text is on a series of actions

The complication usually involves the main characters

often mirroring the complications in real lifethe focus is on the following characteristics:

Plot: What is going to happen?

Setting: Where will the story take place? When will thestory take place?

Characterization: Who are the main characters? What dothey look like?

Structure: How will the story begin? What will be theproblem? How is the problem going to be resolved?

Theme: What is the theme / message the writer isattempting to communicate?

Resolution: There needs to be a resolution of the


7/22

Expository Type TextIt aims at explanation i.e. the cognitive

analysis and subsequent syntheses ofcomplex facts

Example: An essay on "Rhetoric: What is it

and why do we study it?"


8/22

Argumentative Text Type

Based on the evaluation and the

subsequent in answer to a problem. Itrefers to the reasons advanced for or

against a matter


9/22

What is Formalism? What is Literature if there is any literary theory ?

An attempt may be to equate it to imaginative writing,fiction

What include under the heading of literature?

All Literature Difference between fact and fiction

Difference between historical and artistic truth

Can literature be defined in above terms? Can literature be defined in terms of writing or

because of specific use of language?

Role of Texture, Rhythm, Resonance, Abstract

meaning


10/22

Developed in 1920, pejorative ,ended in 1930

Started from Moscow, Founded in 1915 the society forthe study of poetic language

Main Figure (Roman Jakobson 1896- 1982) foundedPrague School

The Russian Formalists were interested in the waythat literary text achieve their effects and inestablishing a scientific basis for the study of

literature Human contents in literature did not possess for them

any significance (emotions, ideas, action, reality)

Formalists collapsed the distinction between form

and content Monism (writer cipher, working or reworking with the

available literary devices and conventions)

Importance of formal devices used in the text

Negligible importance of author, no poets or literaryfi ures


11/22

Literature is the sum total of stylistic devices employed

in it

Stress on Literariness by means of Defamiliarization orEstrangement, by the application of linguistic

elements, presented by Victor Shklovsky

Formalists developed theory of narrative

Distinguished between plot (refers to order and

manner in which events are presented) and story

(refers to chronological sequence)

Boris Tomashevsky used the term motif to thesmallest unit of plot

Distinguished bound and free motifs

Concerned with the conception of motive


12/22

For Formalists literary content is subordinate toits formal devices

Literary content is dependent on external non-literary assumptions called motivation

Concept of literary devices give way to the

concept of function in literature, dependent onpurpose and genres

Evolution of the theories of function and

structure Prague school united Russian Formalism and

Saussurean Linguistics

Moved toward Structuralism


13/22

STRUCTURALISM

Began in language with the work of Ferdinand deSaussure (1857-1913)

Human LANGUAGE is to be understood as asystem of signs

Main thesis: Linguistic signs are composed of twoparts, a signifier-the word and a signified-theconcept

Language works simultaneously at two axes:Syntagmatic and Paradigmatic

Sign relationships are arbitrary

Focus on the notion of value


14/22

ROLE OF STYLISTICS IN

UNDERSTANDING LITERATURE

IN EFL/ESL CONTEXT Being EFL/ESL learners, it is difficult to have a great

deal of intuitive knowledge about linguisticappropriateness and correctness

In EFL/ESL context, we are always at loss due to thelack of a relatively subtle stylistic awareness in relationto the general lack of linguistic responsiveness in its

most fundamental forms

Stylistics focuses on the literature as a product to theview that literary study is an analytical and exploratory

act engaged in by both learner and instructor


15/22

USE OF STYLISTICS IN EFL/ESL

CONTEXT

In EFL/ESL literature classroom, the aim is to equipthe learners with a substantial and contextualized bodyof text, students gain familiarity with many features of

the written language-the formation and function ofsentences, the variety of possible structures, thedifferent way of connecting ideas-which broaden andenrich their own reading, writing and analytical skills

and Stylistics is one of them Stylistics involves the close study of the linguistic

features of a text in order to arrive at anunderstanding of how the meanings of the text aretransformed

/


16/22

Stylistics in EFL/ESL Literature

Classroom

Stylistics has three main objectives: firstly, to enable learners to make

meaningful interpretation of the text

itself

secondly, to expand studentsknowledge and awareness of the

language in general thirdly, to provide excellent language

practicewithin the classroom situation


17/22

For a second language learner, stylistics has theadvantage of exemplifying how specific linguistic

forms function to convey particular messagesthrough literary discourse

Stylistic approach also offers a way of comparingdifferent types of texts-literary or non-literary-inorder to determine the factors responsible for thisdifference as well as how they accomplish differentsocial functions as discourse

The exploitation of language as a flexible tool tostudy literature can modify the EFL/ESL learners'orientation to the target itself as well as toliterature, also the focus on language helps to

improve students' understanding of a literary text

A f ff i di i li ld hi h


18/22

Apart from offering a distinct literary world whichwidens learners understanding of the linguistic arenas,it proffers opportunities for personal expression as

well as reinforce learners knowledge of lexical andgrammatical structure

Linguistic enquiry proposes strategies to theEFL/ESL learners to analyse and interpret languageas a product bearing self-contained reality in order torecognize not only how language is manipulated butalso why

Stylistics not only suggests analysis of the text at asurface level but at a deeper level and exploration intohow the message is conveyed through overallstructure and any special uses of language - rhythm,imagery, word choice, linguistic devices etc


19/22

Linguistic, Methodological and Motivational

Force of Stylistic in EFL/ESL Context

Linguistically Stylistics, by exploiting a wide rangeof authentic texts, introduces the learners to a varietyof types and difficulties of English language

Methodologically, literary discourse sensitiseslearners to the processes of analysis andinterpretation e.g. the use of schema, textualstrategies, conflation of the levels of discourse and so

on Motivationally, literary texts are prioritised by

Stylistic approach to the understanding of the literarytext to the possible extent within the scope of thetext


20/22

Stylistics, in a broader sense, embraces a mode ofinternal survey into the language which considers the

interaction between theproduct, theprocessandthe effectof linguistic activity

Stylistics is more interested in a literary work for

what it does than for what it is Stylistic analysis can supply the learners a

method/way whereby they can associate literary

experience with their own of how language functionsand so extend that experience to the text at hand andthereby arrive at an interpretation


21/22

Stylistic Domains Individuality: mind style, literary perspective and point of view, unique

properties exploited with reference to language Dialect and Register Time: Spatio-temporal order and atemporality Discourse: simple, complex Medium: speech/writing

Participation: Monologue/Dialogue Inter and intralinguistic Context Levels of discourse: Discourse and discourse situation/Focalization Transitivity patterns

Characterization General stylistic features: use of the type of verbs, adverbs, nouns,

topographical features, simple and complex structures, figures ofspeech

Levels of cohesion and coherence


22/22

THE END

text-based approaches.ppt

Documents