Literature in the ELT classroom : a stylistic approach to engaging with literary texts

Abstract

This study investigates young adolescent readers and their ability to engage, understand and interpret literary texts, with the use of the stylistic method which provides a heuristic model that guides the readers through the process and trains them to gain autonomy in their analysis. The study examines the behaviour and thought processes of 40 adolescent readers, who were sensitised with the approach over the span of a scholastic term, as they read and analysed a poem, with the help of a guided task and peer discussions. The dialogue produced by the group discussions was recorded and their contributions analysed to gauge their level of understanding and interpretation, their level of engagement and the possibility of becoming autonomous readers. The results look very promising, as despite being young and inexperienced readers, the participants exhibited a high level of inference and overall understanding. They exhibited enjoyment in their work and many commented positively about these type of lessons in the feedback sheet distributed after each lesson. The participants also seemed to have gained confidence, hardly ever consulting the teacher and taking on the roles of assisting and prompting other members of the group. Although the results are based on a small group of learners, they do shine light upon the young adolescent readers’ ability and potential in analysing literary texts.