Home Linguistics & Semiotics Chapter 12. Empirical stylistics as a learning and research tool in the study of narrative viewpoint
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Chapter 12. Empirical stylistics as a learning and research tool in the study of narrative viewpoint

  • Violeta Sotirova
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Scientific Approaches to Literature in Learning Environments
This chapter is in the book Scientific Approaches to Literature in Learning Environments

Abstract

This chapter reports a study on students’ responses to a passage by Virginia Woolf which displays frequent shifts in viewpoint and a variety of speech and thought presentation modes. The students were asked to attribute the viewpoint in the passage and to demarcate the boundaries of individual viewpoints. The aims of the study are: to (1) assess the agreement among readers on how to assign viewpoint; (2) test the differences in interpretation between more experienced and less experienced readers; (3) expose students to the empirical investigation of literature in an experimental setting; and (4) reflect on the usefulness of incorporating empirical studies in the learning process. The findings demonstrate the level of readerly agreement on the attribution of viewpoint and the boundaries of individual viewpoints in an experimental text. The use of empirical methods as a learning tool in the stylistics classroom is assessed.

Abstract

This chapter reports a study on students’ responses to a passage by Virginia Woolf which displays frequent shifts in viewpoint and a variety of speech and thought presentation modes. The students were asked to attribute the viewpoint in the passage and to demarcate the boundaries of individual viewpoints. The aims of the study are: to (1) assess the agreement among readers on how to assign viewpoint; (2) test the differences in interpretation between more experienced and less experienced readers; (3) expose students to the empirical investigation of literature in an experimental setting; and (4) reflect on the usefulness of incorporating empirical studies in the learning process. The findings demonstrate the level of readerly agreement on the attribution of viewpoint and the boundaries of individual viewpoints in an experimental text. The use of empirical methods as a learning tool in the stylistics classroom is assessed.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Foreword vii
  4. Acknowledgements xiii
  5. Contributors xv
  6. Chapter 1. Empirical approaches to the study of literature in learning environments 1
  7. Part I. Reading processes in communities of practices
  8. Chapter 2. Learning from literature 19
  9. Chapter 3. Authorizing the reader in the classroom 39
  10. Chapter 4. Transforming readings 57
  11. Part II. Reading processes in EFL/L2 contexts
  12. Chapter 5. Enhancing responses to literary texts with L2 learners 83
  13. Chapter 6. Empirical stylistics in an EFL teaching context 105
  14. Chapter 7. Literary themes across cultures 125
  15. Chapter 8. Of learning and poetics 151
  16. Chapter 9. Literature and the role of background knowledge for EFL learners 169
  17. Part III. Creative writing, corpus, and empirical stylistics as learning tools
  18. Chapter 10. Effects of creative writing on adolescent students’ literary response 193
  19. Chapter 11. ESL students’ perceptions of creative and academic writing 213
  20. Chapter 12. Empirical stylistics as a learning and research tool in the study of narrative viewpoint 227
  21. Chapter 13. Point and CLiC 253
  22. Chapter 14. Literary awareness in a high-school EFL learning environment 271
  23. Index 303
https://doi.org/10.1075/lal.24.12sot

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Foreword vii
  4. Acknowledgements xiii
  5. Contributors xv
  6. Chapter 1. Empirical approaches to the study of literature in learning environments 1
  7. Part I. Reading processes in communities of practices
  8. Chapter 2. Learning from literature 19
  9. Chapter 3. Authorizing the reader in the classroom 39
  10. Chapter 4. Transforming readings 57
  11. Part II. Reading processes in EFL/L2 contexts
  12. Chapter 5. Enhancing responses to literary texts with L2 learners 83
  13. Chapter 6. Empirical stylistics in an EFL teaching context 105
  14. Chapter 7. Literary themes across cultures 125
  15. Chapter 8. Of learning and poetics 151
  16. Chapter 9. Literature and the role of background knowledge for EFL learners 169
  17. Part III. Creative writing, corpus, and empirical stylistics as learning tools
  18. Chapter 10. Effects of creative writing on adolescent students’ literary response 193
  19. Chapter 11. ESL students’ perceptions of creative and academic writing 213
  20. Chapter 12. Empirical stylistics as a learning and research tool in the study of narrative viewpoint 227
  21. Chapter 13. Point and CLiC 253
  22. Chapter 14. Literary awareness in a high-school EFL learning environment 271
  23. Index 303
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