Teaching Literature Through Linguistic Lenses: A Stylistic Approach

Abstract

This study investigates the impact of teaching literature through a stylistic approach, using linguistic analysis as a tool to enhance students’ interpretive and analytical abilities. This research was conducted for over six weeks with 40 undergraduate students divided into experimental and control groups. The research employed a mixed-methods design combining pre- and post- assessments, rubric-based essay evaluations, and qualitative feedback through surveys and focus groups. Results revealed that students exposed to stylistic instruction demonstrated a 22.2% improvement in their mean essay scores, compared to an 8.3% improvement among those receiving traditional thematic instruction. Statistical analysis confirmed the significance of these gains, with a paired t-test yielding p < 0.001 for the experimental group. Qualitative findings supported quantitative data, with 86% of students in the stylistic group reporting increased confidence in textual interpretation and critical reading. Students highlighted the structured nature of stylistic analysis as key to their deeper engagement with literary texts, enabling them to move beyond subjective impressions to evidence-based interpretations. Initial challenges regarding the complexity of stylistic terminology were reported but largely overcome through gradual scaffolding. The research aligns with prior studies emphasizing stylistics as a bridge between linguistic precision and literary creativity. Based on these outcomes, it is recommended that literature curricula systematically incorporate stylistic methods, that teacher training programs include modules on pedagogical stylistics, and that further longitudinal studies be conducted to assess the long-term effects of stylistic training. Overall, teaching literature through linguistic lenses cultivates critical literacy, enhances academic performance, and prepares students for nuanced engagement with both literary and real-world discourses.