Abstract

There is confusion regarding the differences between linguistics, stylistics, literary criticism, and discourse analysis (DA) among teachers and learners of the English Major due to their overlapping natures, blurred boundaries, and analysis approaches. Therefore, the present study examines the similarities and differences of these four fields to make a clear demarcation between them. A descriptive and comparative approach using exemplary text was used in the study and the stylistics were thoroughly investigated, analyzed and exemplified in small-scale (one phrase, clause or sentence) or wider-scale (a paragraph). Finally, value judgments on the importance and value of the stylistics were furnished. This research enhances the prospects of pedagogical studies of different language learning and teaching of these four fields. This has opened the window for teacher-oriented studies and presented valid and genuine analytical and diagnostic studies of the related issues to enhance the accessibility of a clear distinction of the above stated fields.

Highlights

  • There are four primary disciplines are of interest including; linguistic analysis, literary criticism, discourse analysis, and stylistics analysis with respect to literature analysis

  • There is confusion regarding the differences between linguistics, stylistics, literary criticism, and discourse analysis (DA) among teachers and learners of the English Major due to their overlapping natures, blurred boundaries, and analysis approaches

  • The teachers fail to effectively teach stylistics, because it draws from linguistics, psychology and literary criticism, since a majority of them are well-versed in linguistics, applied linguistics, literature or teaching methodology

Read more

Summary

Introduction

There are four primary disciplines are of interest including; linguistic analysis, literary criticism, discourse analysis, and stylistics analysis with respect to literature analysis. Since biographical and practical criticism focuses on abstract emotions and justification that have no physical grounds in the literary text, they do not play a direct role in the analysis of literary texts For this reason, bibliographical critics require extensive experience and sensitivity. The teachers fail to effectively teach stylistics, because it draws from linguistics, psychology and literary criticism, since a majority of them are well-versed in linguistics, applied linguistics, literature or teaching methodology. They either teach grammatical analysis or literary criticism when teaching stylistics. Teachers should have a complete understanding of both linguistics and literature since literature is composed of language

Novelty of the Study
Literature Review
The Subject Matter of Linguistics
Meanings of Stylistics in Different Contexts
Style Shift
Style Variability
The Domain of Style
Stylistics and Style
Literary Criticism
Deconstructing Stylistics and Literary Criticism
The Need for Co-Operation and Conformity
Reader-Response Theory
Tenets of Classical Criticism
Renaissance Criticism
Enlightenment Criticism
The Biographical Literary Criticism
Practical Criticism
3.10 New Criticism
Deconstruction
Some Sign Posts for Stylisticians
Three Basic Principles Behind the Practice of Stylistics
Syntactic Level
Misconception About the Scope and Utility of Stylistics
Conclusion
Full Text
Published version (Free)

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call