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Title
DECLARATION
CERTIFICATE
DEDICATION
ACKNOWLEDGEMENT
List of Tables and Figures
List of Abbreviations
CONTENTS
1 Introduction
2 A Historical Survey of Various Methodological Theories and Attempts in the Field of Teaching English as a Second Language
2.1 Introduction
2.2 The Concept of Method
2.3 Development of Language Teaching
2.3.1 Antiquity and the Middle Ages
2.3.2 The Renaissance
2.3.3 The Seventeenth and Eighteenth Centuries
2 3.4 The Nineteenth Century
2.3.5 The Twentieth Century
Table 2.1 Kinds of Communicative Syllabuses
Table 2.2 Change and Innovation in Language Teaching: 1830 - 1998
2.4 Approaches to Language Teaching
2.4.1 Thr Traditional Approach
2.4.2 The Commuriicative Approach
Fig. 2.1 Traditional and Communicative Approaches Compared
2.4.3 The Humanistic or Psychological Approach
2.5 Types of Methods
2.5.1 The Grammar-Translation Method
Theoretical Assumptions and Objectives
Teaching Techniques
Assessment
2.5.2 The Direct Method
Theoretical Assumptions and Objectives
Teaching Techniques
Assessment
2.5.3 The Audiolingual Method
Theoretical Assumptions and Objectives
Teaching Techniques
Assessment
2.5.4 The Silent Way
Theoretical Assumptions and Objectives
Teaching Techniques
Assessment
2.5.5 Community Language Learning
Theoretical Assumptions and Objectives
Teaching Techniques
Assessment
2.6 Conclusion
Notes
3 Relevance of Literature to TESL Classes at the Under-graduate Level
3.1 Introduction
3.2 The Controversy
3.3 Arguments for Literature
3.3.1 Literature Supports and Enriches the Learners Knowledge ofthe Language System
3.3.2 Literature Exemplifies Language Use
3.3.3 Literature Enlivens the Process of Learning
3.3.4 Literature Provides Access to the Culture of the Target-LanguageSpeaking Community
3.3.5 Literature Develops Creativity among ESL Learners
3.3.6 Literature Paves the Way for Literary Studies
3.3.7 Literature Develops Intellectual, Humanistic, Moral and AestheticPerceptions
3.4 Arguments against Literature
3.4.1 Learning Literature Calls for Linguistic Competence
3.4.2 Literature Disrupts the Utilitarian Objectives of Language Learning
3.4.3 Literature Disrupts the Process of Language Learning
3.4.4 Literature Ignores Contemporary Language
3.4.5 Teaching of Literatlire does not Lead to Linguistic Competence
3.5 Relevance of Literature
3.5.1 Review of the Arguments in favour of Literature
3.5 2 Review of the Arguments against Literature
3.6 Conclusion
Notes
4 A Survey of Contemporary Practices in the Under-graduate TESL Classes in India
4.1 Introduction
4.2 Questionnaires and their Administration
Fig. 4.1 Distribution within Students Population
4.3 Aspects of the Questionnaires and the Trends Noticeable in them
Fig. 4.2 Distribution within Teacher Population
4.4 Approaches Underlying the Trends and their Disadvantages
Fig. 4.3 Relative Representation of Key Aspects in Contemporary Practices in Teaching Literature
Fig. 4.4 Factors Identified by Teachers as Delimiting Contemporary Practices in Teaching Literature
4.4.1 We Perceive Literature as Message
4.4.2 We Perceive Literature as Factual Data
4.4.3 We Perceive Literature as Discipline
Fig. 4.5 Relationship between Disciplines and Subjects
4.5 Stylistic Approach: An Alternative Approach to the Teaching of Literatureand its Advantages
4.5.1 It Is Language Oriented
4.5.2 It Guides in the Selection of Literary Texts
4.5.3 It Benefits both the Early Leavers and the Advanced Learners
4.5.4 It Helps in Literary Appreciation
4.5.5 It Respects the Essential Nature of Literary Communication
Fig. 4.6 Normal Communication Situation
Fig. 4.7 Literary Communication Situation
4.6 Conclusion
Notes
5 A Detailed Explanation and Definition of the Stylistic Concepts Relevant to our Theory of Teaching Literature
5.1 Introduction
5.2 Foregrounding
5.2.1 Factors Contributing to Foregrounding
5.2.2 Kinds of Foregrounding
Fig. 5.1 Bob Cowleys. talons: A Special Paradigm
Fig. 5.2 gripped the. chords: A Special Paradigm
Fig. 5.3 black. chords: A Special Paradigm
5.2.3 Coherence of Foregrounding
5.3 Linguistic Deviation
Fig. 5.4 The Collocational Oddity of Who (the wind) chariotest. seeds.
5.3.1 Kinds of Deviation
Fig. 5.5 Tripartite Model of Linguistic Components
5.3.2 Interpretation of Deviation
5.3.3 Conclusion
5.4 Parallelism
5.4.1 Effect of Parallelism
5.4.2 Parallelism as Intra-textual Equivalence
5.5 Coupling
5.5.1 Literary Relevance of Coupling
5.5.2 Coupling and Poetic Unity
5.6 Arrest and Release
5.6.1 Stylistic Effects of Arrest and Release
5.6.2 Conclusion
5.7 Topicalisation
5.7.1 Devices for Topicalisation
5.7.2 Literary Significance of Topicalisation
5.7.3 Conclusion
5.8 Cohesion
5.8.1 Kinds of Cohesion
5.8.2 Cohesion in Literary Texts
5.9 Conclusion
Notes
6 Practical Applications of the Proposed Methodology in Literature Classrooms
Fig. 6.1 Pedagogical Relevance of the Deviant Nature of Literature as Discourse
Notes
Fig. 6.2 Philological Circle
7 Conclusion
Notes
APPENDICES
A - Students Questionnaire
B - Teachers Questionnaire
C - Students Questionnaire: Tabulation of Responses
D - Teachers Questionnaire: Tabulation of Responses
BIBILIOGRAPHY