Stylistic Analysis in Teaching English: Enhancing Teaching Quality and Student Competence

Abstract

This article discusses the importance of stylistic analysis in teaching English, emphasizing its role in enhancing teaching quality and student competence. The methodology focuses on reforming reading instruction and developing essential language skills at the higher education level. The article highlights the need for innovative educational concepts that integrate humanities elements and foster critical thinking alongside language competence.

Traditional English classes often prioritize grammar and vocabulary, limiting students' understanding of writing styles. Stylistics offers a valuable integration of language and literature, providing an analytical framework for understanding texts. It helps students examine linguistic patterns, stylistic devices, and how language shapes meaning.

The article emphasizes developing professional competence through a combination of linguistic, pedagogic, psychological, and communicative approaches. It outlines the tasks of stylistic analysis, including description, explanation, and assessment of textual elements. The importance of phonetics in stylistic learning is also discussed.

A case study on Robert Frost's "The Road Not Taken" demonstrates how stylistic analysis can be applied in high school settings, encouraging critical thinking and personal reflection. The article concludes with recommendations for classroom application, suggesting various activities to incorporate stylistic analysis and foster engaging learning experiences.