Language & Literature in Tertiary Education : The Case for Stylistics  

Oleh:

Buckledee, Steve

Jenis: Article from Bulletin/Magazine
Dalam koleksi: English Teaching Forum (http://exchanges.state.gov/englishteaching/forum/archives.html) vol. 40 no. 2 (Apr. 2002), page 8-13.
Topik: LANGUAGE AND LANGUAGES - STUDY AND TEACHING; language; literature; tertiary education; stylistics

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: EE34 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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In many countries, students on degree courses in english are required to read a considerable number of literary works. Generally, the major criterion for selecting texts is not their accessibility for non native speakers, but their status as major works in the literary canon. Thus shakespeare, who is far from easy for native speakers, is obligatory reading for undergraduates whose own production of english may occasionally lapse into a comedy of errors. Students may be asked to produce works of literary criticism when they manifestly lack the analytical methods required to approach a difficult text containing low frequency or archaic lexis, deviant grammatical constructions, and subtle literary devices. Since they have neither the confidence nor the skill to attempt a personal interpretation of the work in question, they inevitably turn to published criticism. Of course, native speakers also do this, many english literature graduates will recall the time they achieved a pass grade for a written assignment that was really no more than an exercise in paraphasing the words of some eminent professor. It is not unknown for a student to write such an essay without even going to the trouble to read the novel or play on which it is based.

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