Creating states: studies in the performative language of John Milton and William Blake

Language has verbal and nonverbal components and both of them complement each other in our daily communication. The former exists in spoken form and the latter uses body movement, musical instruments and sign language to convey meaning. Surrogate language is synonymous with nonverbal communication. This paper investigates the linguistic roles of surrogate language in the select literary texts. The study explores different media of surrogate language and states the roles of surrogate language in literary texts. This study adopts Katz, Blumler and Gurevitch’s Uses and Gratifications Theory. This theory states that audience use the mass media for their own purposes such as information, entertainment, messages, announcements and advertisements. The researcher selected seven literary texts using non-probability sampling method with particular reference to purposive sampling. The researcher made use of both primary and secondary sources such as textbooks, journal articles, theses and dictionaries. The author read, selected and jotted down surrogate language for easy presentation and analysis. It has been found out that in surrogate language, blind people can hear the sounds of the musical instruments and understand, deaf people can see the eye contacts of the speakers without bothering about the speech.

The empirical study of figurative language in literature

In his critique of modern semiotics, Michael ‌rifter seeks to achieve a new reading of poetry by explaining the nature and function of poetic language in literary texts and by relying on the linguistic ability of the readers. The allegory of and merchant of Masnavi is a suitable context for adapting to the processes of the mentioned theory due to its special capacity and dialectical structure. The present study will explain in a descriptive-analytical way the origin of recommending voluntary death with the help of getting rid of the pests of fame in the mentioned allegory and how it is developed through the processes proposed by Rifater theoryBy examining these components, it is possible to understand that in the process of accumulation, in the second chain, death, which is the main structure of the subject, more concrete interpretations have been chosen in order to make the story more real. In descriptive systems, the macro system parrot is at the top of two other micro-systems due to having more constellations, which confirms that the anecdote revolves around the soul and related issues. In the process of expansion, due to the constant attention to typology and interest in the psychology of characters, by adding free themes and unnecessary actions, the concept of annihilation and survival has become more believable.

This article analyses discourse arising in reading group discussions as an instance of a real-world literary reading practice; it arises from and reports on the AHRC-funded Discourse of Reading Groups project. This naturalistic, observational approach to literary reading is contrasted with experimental approaches. Excerpts from the total dataset in which the language of literary texts is discussed are here subjected to two forms of analysis: software-assisted qualitative analysis suggests that where participants appear to make reference to their subjective responses to texts, this often has the function of presenting evaluations of those texts in mitigated form; interactional sociolinguistic analysis shows the sequential emergence of ‘language’ as a discussion topic, how discussion of language is co-constructed between participants and how such literary activity is culturally, interactionally and interpersonally contingent. ‘Face’ emerges as a key explanatory concept in both analyses.

Authentic resources act as a platform for engaging learners' interest and making teaching processes more relevant and realistic. This action research aims to determine the impact of teaching language in literary texts by integrating the classroom-based learning environment with authentic resources. Two activities, “meet-the-author” and “pseudo-cinematic” events, were designed for this batch of undergraduates. Both activities were delineated by non-canon and canon works respectively. For both, assessments aligned with the “meet-the-author” and “pseudo-cinematic” events were conducted. Results and responses from learners were harvested to account for their experiences. Although there is no drastic positive spike in the overall results, findings answered the principal goal of the research where it is discovered that the activities have helped the learners. Through the possibilities of incorporating authentic resources, it is a means for Instructors to address limitations within classroom teaching and learning as well as pique learners' motivation and positive interaction.

Studia Linguistica Universitatis Iagellonicae Cracoviensis » 2010 » Volume 127, Issue 1 » Spisovná čeština in spoken and written language A A A

The language of literary texts has often been argued to be a reason for using literary texts in education (expanding vocabulary, challenging horizons, promoting pleasure and creativity in natural ways) but also for not using it (difficulty, ambiguity, obscurity, old-fashioned, non-standard, unrepresentative). Again, some educationists have advocated the conscious and deliberate exploration of the language of literary texts in class ('stylistics' broadly conceived), while others denounce the withering touch of the intellect on more unmediated 'natural' 'responses' to stories and poems, though language is particularly difficult to take for granted in foreign language learning contexts. In Chapter 4 I examine some empirical studies of the language of some literary texts or 'literary language', and how such studies have informed or could inform teaching and learning activities. A basic position, already established in discussing literature as discourse (Chapter 1), is that literary texts can be best understood in comparison with non-literary texts, because there are different tendencies, but they are subtle and not dichotomous differences. Rather a discourse-based approach to literature looks for continuities as well as differences between the language of literary and less obviously literary texts (contrary positions are argued in Cook 1986 and Miall 2006).

Experience is a crucial activity in contemporary teaching and learning. Experience is regarded as the process through which individuals acquire knowledge or skills by actively engaging in actions, observing, or perceiving objects, phenomena, people, etc., in the world through all sensory, intellectual, and emotional aspects that impact the subject within specific spaces and times. This article presents the content orientation of experiential learning activities in reading literary texts, consisting of four main aspects: experiencing artistic language in literary texts, experiencing the artistic world in literary texts, experiencing the creative process of literary texts by the author, and experiencing the artistic message of literary texts in practical life. These aspects help teachers accurately determine the content of experiential activities and help students achieve high effectiveness in reading and comprehending literary texts.

This paper specifies that involving literary texts in the teaching class, especially in the context of the Arab world, is detrimental. Since major troubles are attributed to the negative transfer due to linguistic differences between Arabic and English, literary texts can be corrective and therapeutic. They provide the required contexts to socialize young learners with the language in use. The pragmatic function of language dictates much more than contrived examples to come to terms with its intended meaning. Literature-based teaching makes learning more natural than artificial through authentic language and make-believe situations. The flip side is that the language of literary texts may be troublesome, but this inconvenience can be wiped away by literary translation. According to the questionnaire respondents regarding the inclusion of translation in the teaching class, it can be applied without demur since Arab learners mechanically translate explicitly or silently throughout the lesson. As such, the blend of literature and English language teaching with the help of literary translation can be adequate pedagogic support for secondary school Arab learners.

Special place in the language of literary text is appointed to the category of evaluation, as it is associated with the manifestation of subjective beginning in the language that addresses the cognition of objective reality and represents one of the complicated and controversial sections, which attracts attention of the linguists, philosophers, psychologists, etc. In the center of this research is the examination of evaluative lexicon in the novel “Raskovnik” by I. K. Kalashnikov”. Since the novel is dedicated to the life of Old Believers dwelling in Buryatia, the language of the text is unique and features multiple dialectisms, as well as emotionally evaluative words. The goal of this research lies in determination and analysis of the peculiarities of explication of evaluative lexicon in the novel. The methodological framework contains the studies of N. D. Arutyunova, E. M. Volf, T. V. Markelova and other scholars, which reflect the theoretical principles of the category of evaluation. The scientific novelty consists systematization of evaluative lexicon based on the material of the novel “Raskovnik” by I. K. Kalashnikov. As a result of this research, the author revealed the most significant areas of evaluation in this novel, among which are a person, his appearance, character traits, worldview, stance on life, and existence overall. The analysis of evaluative lexicon allows to better understand the meaning of the novel, gives a fuller perspective on its the characters, and reveals the peculiarities of the writer’s individual style.

The language of literary texts is a complex and multiform phenomenon. One of the problems connected with it is the employment of non-standard linguistic varieties. This paper focuses on the especial situation in Czech culture in the 1950s. In that decade, literary critics and linguists strictly required the use of Standard Czech and the restriction of non-standard varieties in literary texts. On the other hand, various inedited works were written the language of which was based on the so-called Common Czech, colloquialisms and slangs. The main part of the paper describes the language of stories by Jan Zábrana (from the years 1954 to 1957) in relation to the official requirements. Zábrana’s stories (published posthumously in the 1990s) represent a radical denying of these requirements. Zábrana depicts spontaneous and informal spoken communication that differs from the idea of cultivated standard expression. Both the figures and the narrator consistently use nonstandard linguistic means and colloquial lexicon (including vulgarisms).

Language, Social identity and Religion are three major concerns of cultural studies. Language in literary texts plays a major role in constructing meaning and reflecting the author`s intention. Likewise religion as a cultural politics is a dominant factor in shaping mind as well in affecting the framework of literary text. Religion is one of the emerging issues in the modern era and forms the backbone of most literary works. Religion as a theme is seen to influence the operation of those who believe in it. It forms the functional framework that predetermines ones actions and behavior. Furthermore, social identity decides on the status of the social class and their material life situation. Social identity relates to how we identify ourselves in relation to others according to what we have in common. All these issues are interrelated since they all cooperate and construct a social and cultural materiality. Proper cultural and social materials and issues such as religious matters. His major short story collection, <i>Dubliners</i>, revolves around the lifestyle of the Irish middle-class in Dublin around the late 1800s and early 1900s. This collection is decorated with violated norms and ritualistic behavior that are part of social constructs. Addressing social, religious and cultural issues, cultural This study aims to clarify how James Joyce`s <i>Dubliners</i> reflects the notions of language, social identity and religion as cultural practices and how they construct social and cultural products within the framework of cultural materialism to show how James Joyce criticizes Irish culture at the beginning of the Twentieth century.

Language, Social identity and Religion are three major concerns of cultural studies. Language in literary texts plays a major role in constructing meaning and reflecting the author,s intention. Likewise religion as a cultural politics is a dominant factor in shaping mind as well in affecting the framework of literary text. Religion is one of the emerging issues in the modern era and forms the backbone of most literary works. Religion as a theme is seen to influence the operation of those who believe in it. It forms the functional framework that predetermines ones actions and behavior. Furthermore, social identity decides on the status of the social class and their material life situation. Social identity relates to how we identify ourselves in relation to others according to what we have in common. All these issues are interrelated since they all cooperate and construct a social and cultural materiality. James Joyce could be placed among the most dominant cultural authors whose concern is the material life, social class, social identity and cultural crisis. As an outstanding author, Joyce is well known for his typical depiction, musical decoration as well as his sticking to proper cultural and social materials and issues such as religious matters. His major short story collection, Dubliners, revolves around the lifestyle of the Irish middle-class in Dublin around the late 1800s and early 1900s. This collection is decorated with violated norms and ritualistic behavior that are part of social constructs. Addressing social, religious and cultural issues, cultural materialists believe that “literature can serve as an agent of change”, since a culture’s hegemony is unstable. Raymond Williams views culture as a “productive process” that is, part of the means of production, and cultural materialism often identifies what he called “residual”, “emergent” and “oppositional” cultural elements. Seemingly, James Joyce’s Dubliners pertains to the notion of language, social identity and religion as cultural practices within the framework of cultural materialism. This study aims to clarify how James Joyce’s Dubliners reflects the notions of language, social identity and religion as cultural practices and how they construct social and cultural products within the framework of cultural materialism to show how James Joyce criticizes Irish culture at the beginning of the Twentieth century.

This study aims to analyzed the use of personification and satire in Pulang by Leila S. Chudori using a hermeneutic approach to uncover their deeper meanings and social critiques. This study explores the meaning of personification and satire in Pulang by Leila S. Chudori using a hermeneutic approach to reveal how figurative language reflects Indonesia’s socio-political realities. The findings contribute to both literary analysis and Indonesian literature education by promoting critical, contextual interpretation aligned with the Merdeka Curriculum. The study employed qualitative textual analysis, identifying excerpts containing personification and satire, categorizing them, and interpreting their significance within the novel’s historical and sociopolitical context. Paul Ricoeur’s hermeneutic framework was applied, involving three stages: explanation, interpretation, and application. The findings indicated that personification enriched the novel’s emotional depth and symbolism, reflecting the psychological struggles of political exiles, while satire served as a sharp critique of political repression, power imbalance, and societal disillusionment during the New Order era. The study contributed to literary and stylistic research by demonstrating that figurative language in Pulang not only enhances the narrative but also conveys implicit historical and ideological messages. Additionally, the research offered insights for Indonesian literature education, encouraging a more critical and analytical approach to reading figurative language in literary texts.

This paper focuses on the stylistic approach to literary texts in their original language, evaluated through unique grammatical structures inherent to each language unit. Morphological and syntactical analyses contribute to the formation of logical steps in stylistic units. Word order, a key category in lexicology, plays a crucial role in the creation of stylistic units, influencing the use of stylistic devices and expressive means.