Research Article
BibTex RIS Cite

Sandra Cisneros’un Eleven Adlı Eserinin Sözcüksel Kategorileri: Pedagojik Biçembilimsel İnceleme

Year 2019, Volume: 25 Issue: 97, 793 - 803, 20.09.2019
https://doi.org/10.22559/folklor.980

Abstract

Bu çalışma Sandra Cisneros’un “Eleven” adlı edebi eserinin Leech ve Short’un (2007) belirlediği dilbilim ve
biçimbilim ilkelerine göre incelenmiştir. Biçembilimsel inceleme, yazılı ve sözlü kelimelerin, cümlelerin veya dilin kullanımındaki etkinlik düzeyini bütünsel ve sistematik olarak ele alarak inceleyen çalışmadır. Bu
bağlamda çalışmanın amacı seçilen bu kısa öykünün biçembilimsel bakış açısıyla incelenip sözcük türlerini
ele alıp irdelemiştir. Bu çalışma, İngilizce öğretmenlerine ve İngilizce öğrenimindeki öğrencilerine bu tür
analizlerin nasıl kullanılacağı konusunda bir model geliştirme ve sunma konusunda farkındalık sağlamayıp
dahe etkin dil öğrenmeye yol açacaktır. Bu bağlamda, biçembilimsel inceleme sözcük düzeninin yönlerini
ele aldığından, bu tür edebi eserlerin dil öğretiminde daha etkili bir şekilde nasıl yapılabileceği ve bu
eserlerin sınıf içi kullanımı için nasıl seçilebileceği konusunda farkındalık sağladığından oldukça önem
taşımaktadır. Bu nedenle bu çalışma, yabancı dil öğretiminde öğrencilerin ihtiyaçlarına, ilgi alanlarına ve
öğrenme sürecinde ikilem oluşturmadan öğrencileri dil öğrenimine etkili bir şekilde motive edecektir. Bu
doğrultuda seçilecek olan eserlerin sınıf içi dil eğitiminde kullanılması amaçlandığından seviyelerine uygun
seçilmesi de ayrıca önem taşıdığından bu çalışma farkındalık yarttığından oldukça yararlı ve değerli bir
çalışmadır.

References

  • Batool, A. et al. (2015). Stylistic analysis of Alfread Tennyson’s poem tears idle tears. International Journal of Multidisciplinary Research and Development 2(3): 194-196.
  • Carter, R. (1996). Look both ways before crossing: developments in the language and literature classroom. In R. Carter & McRae (eds.) Language, Literature and the Learner. London: Longman, 1(15).
  • Leech, G. & Short, M. (2001). Style in Fiction: A Linguistic Introduction to English Fictional Prose Foreign Language. Beijing: Teaching and Research Press.
  • Mohammadzadeh, B. (2015). The Application of Pedagogical Stylistics in ELT Literature and Language Teaching Courses. International Online Journal of Primary Education. 4(1): 21-26.
  • Parkinson, B. & Thomas, H.R. (2001). Teaching English in a Second Language, Edinburg: University Press,
  • Song, S. (2009). A Stylistic Analysis of “Miss Brill” by Katherine Mansfield. Review of European Studies 1(2): 117-123.
  • Timuçin, M. (2010). Exploring the Language of Poems: A Stylistic Study. Novitas-ROYAL (Research on Youth and Language), 4(2), 129-140.
  • Tutaş, N. (2006). Theory into Practice: Teaching and Responding to Literature Aesthetically. In A. Paran (Ed.) Literature in Language Teaching and Learning. Virginia: TESOL, 140-156.

Lexical Categories in Eleven by Sandra Cisneros: A Pedagogical Stylistic Study

Year 2019, Volume: 25 Issue: 97, 793 - 803, 20.09.2019
https://doi.org/10.22559/folklor.980

Abstract

The present study applies a checklist of linguistic and stylistic categories developed by Leech and Short
(2007) to examine the short story “Eleven” written by Sandra Cisneros. Stylistic analysis is the study that
examines the level of efficacy in the utility of words or language in a sentence or any writing. In this sense,
this study is concerned to provide stylistic analysis of the selected short story concerning its underlying
theories from a method of prose text analysis that affianced by literary stylists Leech & Short (1981) to be
able to determine its stylistic efficacy concerning lexical category. This study provides awareness in
developing and presenting a model for EFL teachers how to use this kind of analysis in EFL context. In this
regard, as the analysis is made up the aspects of lexical pattern, it would be prominently crucial in
understanding the importance of how to select literary texts for language learners to be able to promote
language learning. Thus, this study is useful and worthy endeavor in foreign language teaching as it sheds
light in the awareness of selecting appropriate literary texts depending on students’ needs, interest and levels
for not creating dilemma in learning process and demotivating learners, and clarifying to what extent
pedagogical stylistics provide contribution to learning foreign language.

References

  • Batool, A. et al. (2015). Stylistic analysis of Alfread Tennyson’s poem tears idle tears. International Journal of Multidisciplinary Research and Development 2(3): 194-196.
  • Carter, R. (1996). Look both ways before crossing: developments in the language and literature classroom. In R. Carter & McRae (eds.) Language, Literature and the Learner. London: Longman, 1(15).
  • Leech, G. & Short, M. (2001). Style in Fiction: A Linguistic Introduction to English Fictional Prose Foreign Language. Beijing: Teaching and Research Press.
  • Mohammadzadeh, B. (2015). The Application of Pedagogical Stylistics in ELT Literature and Language Teaching Courses. International Online Journal of Primary Education. 4(1): 21-26.
  • Parkinson, B. & Thomas, H.R. (2001). Teaching English in a Second Language, Edinburg: University Press,
  • Song, S. (2009). A Stylistic Analysis of “Miss Brill” by Katherine Mansfield. Review of European Studies 1(2): 117-123.
  • Timuçin, M. (2010). Exploring the Language of Poems: A Stylistic Study. Novitas-ROYAL (Research on Youth and Language), 4(2), 129-140.
  • Tutaş, N. (2006). Theory into Practice: Teaching and Responding to Literature Aesthetically. In A. Paran (Ed.) Literature in Language Teaching and Learning. Virginia: TESOL, 140-156.
There are 8 citations in total.

Details

Primary Language English
Subjects Turkish Folklore
Journal Section Articles
Authors

Safiye Çiftlikli This is me

Publication Date September 20, 2019
Published in Issue Year 2019 Volume: 25 Issue: 97

Cite

APA Çiftlikli, S. (2019). Lexical Categories in Eleven by Sandra Cisneros: A Pedagogical Stylistic Study. Folklor/Edebiyat, 25(97), 793-803. https://doi.org/10.22559/folklor.980

Journal website: https://folkloredebiyat.org
The journal’s publication languages are both English and Turkish. Also despite articles in Turkish, the title, abstract, and keywords are also in English. Turkish articles approved by the reviewers are required to submit an extended summary (750-1000 words) in English.
The journal is indexed by TR-Dizin, Web of Science (ESCI), DOAJ, and many other indexes and datebases.
Within the scope of TR DIZIN 2020 Ethical Criteria and as of the year 2020, studies requiring ethics committee approval must indicate Ethics Committee Approval details (committe-date-issue) in the article’s methods section. With this in mind, we request from our author candidates to edit their article accordingly before sending it to the journal.

Field EdItors

Folklore:
Prof.Dr. Hande Birkalan-Gedik
(Frankfurt University- birkalan-gedik@em.uni.frankfurt.de)
Prof. Dr. Arzu Öztürkmen
(Bosphorus University- ozturkme@boun.edu.tr)
Edebiyat-Literature
Prof. Dr. G. Gonca Gökalp Alpaslan (Hacettepe University - ggonca@
hacettepe.edu.tr)
Prof. Dr. Ramazan Korkmaz
(President, Caucasus University Association- r_korkmaz@hotmail.com)
Antropoloji-Anthropology
Prof. Dr. Akile Gürsoy
(Beykent University - gursoyakile@gmail.com)
Prof.Dr. Serpil Aygün Cengiz
(Ankara University - serpilayguncengiz@gmail.com)
Dil-Dilbilim/Linguistics
Prof.Dr. Aysu Erden
(Maltepe University - aysuerden777@gmail.com)
Prof. Dr. V. Doğan Günay
(Dokuz Eylul University- dogan.gunay@deu.edu.tr)