Essays discuss realism, futurism, Dada, the grammar of poetry, Baudelaire, Shakespeare, Yeats, Turgenev, Pasternak, Blake, and semiotic theory.

In The Language of Literature, first published in 1971, Roger Fowler argues that the vitality and centrality of the verbal dimension of literature, and, read as a whole, the papers in this collection imply a consistent point of view on language in literature. The author focuses on the continuity of language in literature with language outside literature, on its cultural appropriateness and adjustment, and on its power to create aesthetic patterns and to organise concepts, to make fictions. This title will be of interest to students of literary theory.

The aim of this book is to explain style in terms which do not presuppose too extensive an acquaintaince on the part of the reader with linguistic terminology. Its orientation is not basically theoretical. It attempts to provide help in a pragmatic way for those who recognize the importance of language in literature, but who do not know where to start or how to exploit the particular knowledge and skills the possess.

This five-volume work presents the collected papers of the twenty-first congress of the International Comparative Literature Association (ICLA), which took place at the University of Vienna (Austria) from July 21st to July 27th 2016 and was dedicated to the general topic "The Many Languages of Comparative Literature". The contributions gathered in these volumes explore many of the countless ways in which language shapes not only ?national? literatures and ?world literature?, but also the discipline of comparative literature itself. As a whole, these proceedings highlight the opportunities and the challenges associated with the multilingualism of both the discipline and the objects of its study. Yet they also go beyond reflections on the scholarly language of comparative literature in order to investigate how language functions within diverse literary texts and their contexts. Contributors to this compilation are concerned, amongst other aspects, with the way the language used by different social and ethnic groups feeds into literary texts; with the vocabulary of theoretical and cultural discourses such as gender studies and ecocriticism; and with language in a metaphorical sense, as referring to certain codes, forms, or styles. Moving between the discussion of literature itself and the observation of how literature is being discussed, this collection testifies to the polyglot, diverse, and ever-evolving state of the discipline.

Over a period of over forty years, Geoffrey Leech has made notable contributions to the field of literary stylistics, using the interplay between linguistic form and literary function as a key to the ‘mystery’ of how a text comes to be invested with artistic potential. In this book, seven earlier papers and articles, read previously only by a restricted audience, have been brought together with four new chapters, the whole volume showing a continuity of approach across a period when all too often literary and linguistic studies have appeared to drift further apart. Leech sets the concept of ‘foregrounding’ (also known as defamiliarization) at the heart of the interplay between form and interpretation. Through practical and insightful examination of how poems, plays and prose works produce special meaning, he counteracts the ‘flight from the text’ that has characterized thinking about language and literature in the last thirty years, when the response of the reader, rather than the characteristics and meaning potential of the text itself, have been given undue prominence. The book provides an enlightening analysis of well-known (as well as less well-known) texts of great writers of the past, including Keats, Shelley, Samuel Johnson, Shaw, Dylan Thomas, and Virginia Woolf.

There is a marked awareness about the language of literature and its meaning both in Indian and Western aesthetic thinking. The aestheticians of both schools hold that the language of literature embodies a significant aspect of human experience, and represents a creative pattern of verbal structure to impart meaning effectively. Modern Western aesthetic thinking, which includes theories like formalism, new criticism, stylistics, structuralism, post-structuralism, deconstruction, discourse analysis, semiotics and dialogic criticism, in one way or another emphasizes the study of the language of literature in order to understand its meaning. Similarly, there is a distinct focus on the language of literature and its meaning in Indian literary theories which include the theory of rasa (aesthetic experience), alaṁkāra (the poetic figure), rīti (diction), dhvani (suggestion), vakrokti (oblique expression) and aucitya (propriety). This book explores how the language of literature and its meaning have been dealt with in both Indian and Western aesthetic thinking. In doing so, the study concentrates on Kuntaka’s theory of vakrokti and Ānandavardhana’s theory of dhvani in Indian aesthetic thinking and Russian formalism and deconstruction in Western thinking. The book categorically focuses on the intersection between the theory of vakrokti and Russian formalism and the meeting-point between the theory of dhvani and deconstruction.

"The thirty essays in this book trace how the tangentiality of English and other modes of language affects the production of English literature, and investigate how questions of linguistic "code" can be made accessible to literary analysis".--BOOKJACKET.

Intended for current and future foreign language teaching professionals, volumes in the Theory and Practice in Second Language Classroom Instruction series examine issues in teaching and learning in language classrooms. The topics selected and the discussions of them draw in principled ways on theory and practice in a range of fields, including second language acquisition, foreign language education, educational policy, language policy, linguistics, and other areas of applied linguistics. Teaching Literature in the Languages delves into the various aspects of teaching literature successfully from planning to engaging students.