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首页> 外文期刊>International Journal of Information Technology >Reading and Teaching Poetry as Communicative Discourse: A Pragma-Linguistic Approach
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Reading and Teaching Poetry as Communicative Discourse: A Pragma-Linguistic Approach

机译：诗歌作为交际话语的阅读和教学：语用学-语言学方法

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摘要

Language is communication on several discourse levels. The target of teaching a language and the literature of a foreign language is to communicate a message. Reading, appreciating, analysing, and interpreting poetry as a sophisticated rhetorical expression of human thoughts, emotions, and philosophical messages is more feasible through the use of linguistic pragmatic tools from a communicative discourse perspective. The poet's intention, speech act, illocutionary act, and perlocutionary goal can be better understood when communicative situational context as well as linguistic discourse structure theories are employed. The use of linguistic theories in the teaching of poetry is, therefore, intrinsic to students' comprehension, interpretation, and appreciation of poetry of the different ages. It is the purpose of this study to show how both teachers as well as students can apply these linguistic theories and tools to dramatic poetic texts for an engaging, enlightening, and effective interpretation and appreciation of the language. Theories drawn from areas of pragmatics, discourse analysis, embedded discourse level, communicative situational context, and other linguistic approaches were applied to selected poetry texts from the different centuries. Further, in a simple statistical count of the number of poems with dialogic dramatic discourse with embedded two or three levels of discourse in different anthologies outweighs the number of descriptive poems with a one level of discourse, between the poet and the reader. Poetry is thus discourse on one, two, or three levels. It is, therefore, recommended that teachers and students in the area of ESL/EFL use the linguistics theories for a better understanding of poetry as communicative discourse. The practice of applying these linguistic theories in classrooms and in research will allow them to perceive the language and its linguistic, social, and cultural aspect. Texts will become live illocutionary acts with a perlocutionary acts goal rather than mere literary texts in anthologies.
机译：语言是在多个话语级别上的交流。教授语言和外语文学的目的是传达信息。通过从交际的话语角度使用语言语用工具，阅读，欣赏，分析和解释诗歌作为人类思想，情感和哲学信息的复杂修辞表达是更可行的。当运用交际情境和语言话语结构理论时，可以更好地理解诗人的意图，言语行为，言外行为和言语目的。因此，语言理论在诗歌教学中的运用是学生对不同年龄诗歌的理解，诠释和欣赏的内在本质。这项研究的目的是展示教师和学生如何将这些语言理论和工具应用于戏剧性的诗词文本，以吸引，启发并有效地解释和欣赏该语言。从语用学，话语分析，嵌入式话语水平，交际情境和其他语言方法等领域汲取的理论被应用于不同世纪的精选诗歌文本。此外，在具有对话戏剧性话语的诗歌数量的简单统计中，在诗人和读者之间，在不同文集中嵌入了两个或三个等级的话语，其数量超过了描述性诗歌的数量。因此，诗歌是在一个，两个或三个层面上的论述。因此，建议ESL / EFL领域的师生使用语言学理论，以更好地理解诗歌作为交际语言。在教室和研究中应用这些语言理论的实践将使他们能够感知语言及其语言，社会和文化方面。文本将成为具有言语行为目标的现场言语行为，而不仅仅是文选中的文学文本。

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