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An Introduction to Quranic Literary Stylistics

Background

Although reading is an important step in the study of texts of literature, with Another more important step – to analyze a literary text, which, in the struggle to explain how one comes to understand literary works.

Stylistics is a place of learning where the linguist combines the critics to achieve a better or Fuller understanding and appreciation of literature. Stylistics also Exploits knowledge in various languages of the features in literature to mapalalim awareness of literature. By Mick Short, stylistics is a way of language learning texts the literary (Short, 1996:334). In other words, stylistics is a tool that analyzes literary texts using language description. In his book, Exploring the Language of Poems, plays and prose in 1996, Mick Short suggests the following language features to examine for a stylistic analysis:

i) foregrounded features, including figures of speech

ii) if the pattern of style variation can be discerned

iii) discoursal patterning of various types, such as turn-drinking or patterns of inferencing

iv) pattern of opinion manipulation, including speech and thought presentation

v) patterns of lexis (vocabulary)

vi) pattern of grammatical organization

vii) patterns of textual organization (how the units of textual organization, from the sentence in verse and is organized in the future).

Stylistics, mostly, focuses on the literary text description. It uses language description to analyze a literary text. When one reads, one wants to understand and respond to literary text by the language of literary text. A stylistic analysis helps one to examine the language of literary text. Settings academic, as linguists work in literary texts by applying the principles of language theory, more and more about the literary language can be learned.

STYLISTICS AND education and the teaching of literature

Many students enjoy literature. To make any studies of the process of reaching an optimal level, fun is a must. So, literary text, if well chosen, can be a potentially useful aid to teachers of language.

Since stylistics is a way of language learning literary text, it actually combines the language and literature. If a student is taught literature, literary texts or extracts from it can be used to break up the study of language. Class discussions will be held to determine the problems of students are in general and in reading the literary text.

Setting academic, a kind of reading has some aspects to consider. The first is to select text, then to create interesting strategies for the process of reading, after which the teacher is the task of dealing with the problems experienced by students. As a whole, these steps are concerned with making a point using the literary text for a discussion as possible during the process of reading. A specific link between stylistics and the process of reading when language of the literary text is examined in detail.

Reading is an important skill in learning literature. When the students entering tertiary institutions, with emphasis on learning the four language skills – reading, writing, listening and speaking – through the teaching learning language and students are encouraged participate in activities designed to improve these skills.

Stylistics link language and literature studies. Literary texts often contain a number of different varieties of English. They can be very useful in sensitising more advanced learners of English in the language of diversity. The study of stylistics are of particular interest to undergraduate students interested in stylistic analysis and also related to advanced students and researchers as writers it.

Stylistics is a place to study and teaching of literature. This paper also deals with the stylistics approach to the study of literature and its relevance to teaching of literature. Mick Short states "the implementation of stylistics come about any point of intersection of the language of a text with elements that make literalness of the text "(Short, 1988:162).

From a teaching or classroom of opinion, there is much that can be done. The teacher can use of literary texts to present and form the basis of teaching some structural features of English. The teachers can teach grammar in action and by stylistics of a strategy of assessment, the nature of the interview can be illustrated. It can be very useful when teaching in both natural and non-native learners of English.

Where lexis is concerned, stylistics is a way of exploring the literary meaning from a text. By stylistics and the teaching of literature, the rules of language are exploited. After observation, language patterns and changes in the pattern is recognized.

From a language perspective in the classroom, teachers can introduce by a stylistic analysis, the appreciation of different levels of language organization in literary text. Teachers can also indicate how the words work and the nature of figurative language.

Stylistic interpretation involves a process of making inferences about equation or forms of language and meaning in a literary context. Literary texts can also be compared on the basis of related or contrasting themes. Features of a text can also be compared by stylistics.

Mick Short states "that a stylistic analysis of a text can provide methods and principles basis for grading for text comparison or for further analysis. The text will be progressively introduced to students based on their language access " (Short, 1988:172).

Widdowson writes that stylistics make any major contributions to the criticism, literature should be studied as a means of communication, and such a study, means and ends must be given equal attention and displayed to be independent (Widdowson, 1975:235). Teaching of literature the field of stylistics, the invitations for the recognition of how a text works as a whole is probed and navigate to.

STYLISTICS and answers

The use of translated material can be introduced purposefully and imaginatively, language and literature classroom. Classroom, the use of translated materials can help teachers achieve the optimal results when the material is applied to the relevant and appropriate procedures, practices and training.

Our language shape our way of thinking and to some extent our use of other languages (if the second or foreign language). The phrasing, the choice of words, tone, word order, etc. are affected by one language to another. If the influence is understood, the teacher can correct the mistakes of behavior or common common mistakes that creep in unconsciously.

A suitable material of translation is real and wide-ranging in scope. Students can bring to nakakaugnay by the language of the target language to maximize the power of students and the range of expression. This in turn will add to the vocabulary of the student's.

The use of translated material may invite speculation and discussion. Because there is rarely a "right answer", the environment of the classroom can be be more relaxed. The text provided by the teacher can be very short and more text can be exploited to serve in both reading and discussion to cover entire class period.

According to Alan pudding, use of translated material develops three qualities in learners (pudding, 1989:7):

i) ability This fit-train the students to search for, explore and select words.

ii) accuracy-the search for the most appropriate word, the student strives with the best choice of words.

iii) clarity-In his choice for words, students are trying to convey what that means.

The teachers can select materials to describe particular areas or aspects and the structure of the English language where learners difficulty. Thus, materials can be used to serve for the needs of students and to cover the necessary Syllabus. The materials may have illustrations of prepositions, articles, if-clauses, etc. These problems can be worked out while the learners come to see the link between language and using language targeted through training.

Practice in language learning should not mean giving assignments, marking all the mistakes in red and returning the assignments marked back to the learners. In this way, teachers will eventually demotivate the learners. Practice in language learning should say providing learners regular opportunities to compare and discuss their work with others and responding to proposals and activities in an eagerness to learn and not fear making flaws.

Teachers will be sufficient language skills to target deal with and handle the classrooms of different situations. Simple but interesting work is be provided to learners before the actual work on the text. It is designed to set students thinking along certain lines and issues. For example, as a warm-up exercise, after a general reading of the text, the learners may be asked to suggest titles for the text.

Activities relating to the use of translated materials means constantly making choices. The students that remain neutral or undecided and making of choices, the more difficult students find it to make up his mind. The teacher realizes that the best answer, the answer or solution to occur in the classroom After the thinking is done and options are made. Then, the discussions will function well to give the learners time for deeper and more reflection and an opportunity to change their mind to make better choices.

Teachers are encouraged to view the following factors when evaluating and analyzing a piece of text translated by stylistics. The question uppermost in mind that this writer is: If I was a teacher in language learners with the language is not English, means teaching learners with English as their second language (ESL) or as their foreign language (EFL), type the translated material I would choose? Writer it is like to have the following in mind when making his choice.

i) The materials should reliably reflect the aspects of English (eg prepositions, Conjunctions, etc.).

ii) The materials indicate the meaning of the original text clearly and if not, the teacher can tell where The uncertainty of lies and heritage activities and training to test whether the learners can detect it as well.

iii) If any words used has underlying implications and they are loaded with more meaning. These words may appear in the form of numbers of speech.

iv) If the dictionary meaning of a particular word will serve an appropriate explanation of the word is appropriately used.

v) If the words used sound natural and smooth flowing. One of the most frequent criticisms of translated material is not natural sound. This is because the translator's thought and wording is too strong MOLDED the original text. This is termed as the source of language influence (pudding, 1989:11). A good way to shake off the influence of the source language will keep the original text and exploit or working with materials translated into their own with the learners.

vi) Although in terms of form, ordering of words and ideas to match as close to the original text as possible. Here, the difference in the structure of language often goes through changes form and order of words. If you have doubt in understanding the text, words and phrases that should be taken out and looked close to an expert in the clear doubts.

vii) If the context of the text is clearly visible. What is the meaning of context is what, where and to whom. What is the one writing and talking about in, where the situation occurs and whom it is addressed.

VIII) If register is known. What does register with is how. If tones could noticed or famous for having a formal or informal expression, cold or warm, personal or impersonal. The purpose of the speaker should be clearly understood by registration in terms of tone of speaking. If it is the intention of the speaker to attract or dissuade, apologize or criticize.

IX) The style and clarity of translated material should not attempt to change the style of the original text. It should, however, attempt to indicate the meaning in clear way selection of words.

x) number of speech and idiomatic expressions include similes, metaphors, symbols, and Proverbs says, jargon, slang and colloquialisms. The explanation of these expressions contains this question: Is the original words remain in inverted commas? Could the original expression is better explained by a close match? It is clearer to use non-idiomatic language and simple prose in terms of understanding?

THE USE OF ENGLISH LANGUAGE answers the meaning of the Quran

This writer is convinced that the English language translation of the meaning of the Quran is a good alternative to use the English language and literature classroom.

According to Islam, it is an important duty for every man, woman and child to read and understand the Quran according to his own ability. Muslims regard The Quran as a living miracle, an open book challenging all mankind to see and verify for themselves. Quran they see an invitation from God all the people who use their mind to reason that this fact has been created and endowed with sufficient intellectual understanding to do it.

The Quran contains messages directly expressed and accessible to the reader thinking process as well as messages which are conveyed through images may appeal to the readers themselves and stimulate his imagination of some sensory experience. Humanity is invited to "imagine" and "experience" as they try to understand the message of Quran. Muslim students, in particular, should be exposed to the study of Quranic concepts as early in their academic life as possible for the abundance of the concepts presented in the Quran. In this way, they will have a reasonable framework within which grips and understand time or another day, different concepts sa Quran with ease, which may help to explain the message in Quran.

Muslim educationists feel it is reasonable for Muslim students to try to make the Quran as much a part of their lives as possible. So, they definitely consider it was a big success if the Quran may be entitled to a large extent in any curriculum in the Islamic educational institutions in any medium of study-including the curriculum of English and Literature classes especially in Islamic educational institutions.

The main justifications for the use of English translations language of the meaning of the Quran in English and Literature classes are as follows. First, the English version of the meaning of the Quran can be used most productively when teaching its content while exploiting its language.

Secondly, the English translations languages meaning of Quran can be a source of encouragement for to students especially in the Islamic educational institutions for the Muslim students are aware of the sacredness of the Quran. Because of their religious background, the students are motivated to relate to or think what mentioned in the Quran. As Muslims, it is indeed useful for them to have the opportunity to study the concept the Quranic for them to be and develop spiritually. Furthermore, the Quran based teaching will be a sure way of inculcating Islamic moral values to learners and can They use these values as a standard for Critiquing other text.

The third reason is the possibility of introducing the literary aspects of Quran in Muslim as well as non-students who may be Muslim Muslim students of the institution.

The fourth reason is that it is an effective way the student more familiar with the Quran, which enable them to use carbon Quranic effective. This ability is a great asset for any academically to confirm and highlight his scores on other coursework and the society especially in Islamic gatherings where the topic of discussion, which is related to the Quran, brought balik. Quranic carbon can make an impressive addition to one's rhetorical style.

Conclusion

From the discussion in this paper, one can see The literary text can be exploited in terms of language and content through stylistics. Stylistics can provide a way of mediating between two topics, in English and Literature. Writer has also introduced the idea of using English language translation of the meaning of the Quran as a literary text in English and Literature classroom. Stylistics is a way of learning with the literary text literary description. The writer is indeed paved the way for sensible possibility of learning English translated version of the Quran with stylistics approach to classroom Literature.

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About the Author

I am, at present, a Lecturer in the English Department at the British University in Egypt — El Shorouk City, Cairo. I am a U.S. citizen with a PhD in English Literature and Applied Linguistics-Stylistics, as well as a master’s degree and a postgraduate teaching diploma in Teaching English as a Second Language. I have taught both in the United States and abroad.
My research is in the field of using English language translations of the Quran as material for the teaching of English language and literature to non-native English speakers. I have done extensive work in this area since 1992, and I have accumulated many case studies and classroom observations. Starting from the experience of substituting sections from the Quran for the standard classroom text, I have employed various pedagogical approaches to teaching the Quran as literature — questionnaires, stylistic analysis, comparative studies of different English language translations, linguistic analysis of verses, and so on. I have also organized a forum on this topic with experts in the field.
In doing all of this, my intention was not to look at the religious value of the verses, but at the literary value that is so abundant in both the English language translations and the original. I have been able to prepare a number of articles based on the data from my classroom experiences. I would like to share my research-based findings internationally.

How is it for my story / novel?

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Maybe it sounds like all the stories of other actions, but that's okay because it's sex. This does not mean it is a cliche. There is nothing wrong with it. I think the premise is sound.

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