Mémoires de Fin d’Etudes
Etablissement
Université de Mostaganem - Abdelhamid Ibn Badis
Affiliation
Département d’Anglais
Auteur
LARADJI, Fatima Zohra
Directeur de thèse
Bel Abbes Neddar (Maitre de conférence)
Co-directeur
Djamila Aissat (Docteur)
Filière
Langue et Litterature Anglaises
Diplôme
Magister
Titre
Examining Patterning and Deviations in Thomas dylan
Mots clés
Keywords: literature, poetry, stylistic study, practical approach, linguistic features, poetic discourse, textual analysis, foregrounding, language deviation, patterned language, EFL competencies, foreign language teaching, learning strategies and learning processes.
Résumé
The different steps of my research paper: This document contains more detailed informations and explains the major features and the different outlines of my project being guided by Dr. Aissat. However, the title is: Examining Patterning and Deviations in Thomas Dylan’s Poems and their Effects on EFL Learners, fellowing, of course, Widdowson’s Practical Stylistic Approach. By fellowing this approach, I think, I am offering a great part of originality to the language study. So, the nature of my study is purely “literary” one. Moreover, I have selected poetry as a specific literary genre. Poetry often offers complex aesthetic experiences through its differentiating properties. In addition to this, it is the source to flourich language learning, it provides a wide range of vocabulary (new words, new word order...). Meanwhile, literature in general and poetry in particular often fosters the learners ‘critical awareness, the reason why I have integrated poerty particularly with language learning processes. The task is not to have or insure learners‘ literary appreciation, but the task is to study poetry as a specific text-type and to make EFL learners dramaticize different poems. This helps a lot to enlarge their imagination, and makes them aware about the forms of the language being studied.So, patterning and deviation are two of those forms which do effect learners schematic competencies about the language in general. Moreover, as I have stated earlier, I will relate three main things: the formal, discursive features of poetry with foreign language teaching throughout a scientific stylistic approach. In fact, I think that there is an active engagement between the three related elements, for that, I will be offering three main chapters. In the first one I will focus on two major things: poetry as a discourse by stating its communicative values, and poetry as a text including the analysis of the form, the structure and the style. Additionally, I will refer to the Theory of Foregrounding by focusing on its basic elements such as: patterned style and deviant one, also suggesting its relevance to the nature of poetry as a special use of language. Another important point in this part, is to show the formal charecteristics of poerty which are considered as a linguistic objects, also stating poetry as the art of expressivity and creativity. Furthermore, the second chapter which is the practical one offers an in-depth analysis to three selected poems: A Winter’s Tale, A Process in the Weather of the Heart and Author’s Prologue in which different grammatical structures are broken up. The major focus here is on the word choice, the word order, grammar rules and sound patterns in addition to the forms being violated: the newly expressed and reformulated ones . The approach being applied is that of widdowson’s, by which we can shape the basic elements of the language scientifically, it develops both linguistic and literary understandings, in additon to this, it encourages readers to interact with textual features to generate meanings, I will focus also on symbolism and imagery which are helpful enough to infer meanings. I will also state some literary evaluations and critiques about the poet’s works. The third chapter is about language teaching pedagogic and edicational plans including literature as a subject added to grammar and oral-written expression, also testing learners’ effects towards poetic language. What I am trying to prove here is that literature and poetry in particular is too rich in terms of forms and features, this can both enrich learners competencies to learn foreign language and effect their imagination positively to create and express, because literature is made of language and language is made of forms, so, this could combine literature with linguistics and develop EFL courses towards the study of language.
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