A Narrative Discourse Analysis of Poe's Short Story "The Tell-Tale Heart": Implications for Language Teaching

Autor/in	Alsahafi, Morad
Titel	A Narrative Discourse Analysis of Poe's Short Story "The Tell-Tale Heart": Implications for Language Teaching
Quelle	In: English Language Teaching, 13 (2020) 1, S.1-17 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Discourse Analysis; Grammar; English (Second Language); Second Language Learning; Second Language Instruction; Literature; Literary Genres; Authors; Language Usage; Connected Discourse; Teaching Methods; Learning Activities; Literary Devices + Suchen Sie Ihr Suchwort? Diskursanalyse; Grammatik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Literatur; Literarische Form; Author; Autor; Autorin; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Literaturarbeit
Abstract	This paper employs narrative discourse analysis to analyze Edger Allen Poe's short story "The Tell-Tale Heart" by using two narrative analysis frameworks that focus on the macrostructure (Stein, 1982) and microstructure (Halliday & Hasan, 1976) aspects of the story. The analysis covers the story's purpose, generic structure, and lexicogrammatical cohesion. Findings show that the writer follows a series of structural moves and uses a variety of narrative strategies (e.g. high level of involvement and a wide range of lexical and grammatical cohesive ties) which contribute to the creation of a well-formed text that has effectively achieved its purpose and made its intended effect. This paper argues that there are many ways in which this macro- and microstructure analysis of the story may be exploited in the English language classroom. The paper concludes with a discussion of the implications of the analysis and offers some suggestions and engaging activities for language teaching purposes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01