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
Summary
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
Sign-in/Register to view highlights & summary 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 callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
