Literary Criticism

Although reading is? Milestone in the? Study of texts litt? Rary, there is another? Pat important – for the texts litt? Rary, which is to analyze the struggle for k? For Ren? explain? How to understand? Works litt? Rary comes.

Stylistics is an area of? Study which combines the linguist with the critics, so that a better tablet? Standing and more complete? You? Ndnis and Wertsch? Tzung to reach litt? Temperature. Style also uses his knowledge of the diversity? of character? linguistic characteristics to deepen in litt? temperature, the Bewu f? Tsein? R the litt? Temperature. According to Mick Short, an approach to linguistic style? text mining litt? rary (Short, 1996:334) is. In other words, the style is a tool for analyzing texts litt? Rary with? Linguistic labels. In his book?? the d? inch covered language? tick Theaterst? Bridge and prose in 1996, Mick Short SCHL GT character? Characteristics following language f? A stylistic analysis to identify:

i) in the foreground, including figures of speech

ii) whether any patterns of style variation can be discerned

iii) the structuring of discursive diff? annuities varieties will like? round r? or the mod? of the inf? Conference

iv) the method of visual manipulation, including normal speech and freedom? of pens? e Pr? Pr? Presentation

v) patterns of lexis (vocabulary)

vi) the mod? the grammatical organization

vii) the mod? the text of the organization (such as unit? s of the textual organization of S and keep your pr? feels the numbers and? numbers are arranged? es au-del?).

Style is mainly cons? Align? S on the description text litt? Rary. It uses linguistic descriptions of a text litt? Rary? analysis. When you read, understand and want the text litt? Rary in the language of the text litt? Rary. The analysis enables stylistic language of the text window litt? Rary to pr?. In the university setting? Be used? S as linguists working on texts litt? Rary by the application of the law? Tze of th? Theory language, more and more? About the language litt? Rary? learn.

Many? Students online community ficient? litt? temperature. To achieve an optimal level all the processes of learning, enjoyment is a must. Thus, the texts litt? Rary may, if the weight is many cr? Said, potentially nf? Suppl? Comments help? R, the language teacher.

From a linguistic style is Ann? Approximations? the? study texts litt? rary, he States? Chlich combines language and lit? Temperature. If one? Students of letter? Literature, texts litt? Rary or extracts? Ge learned from them k? Can? Be used? breaking language courses. k class? Then Talk? Che place so that the problem? I can have? students in g? n? eral and the lekt? Re lit text? Rary? identify.

In academia, w rde? A reading class, several aspects of cksichtigen about?. The first re p? For handselected the text, then f strat? Gies int? Esting? R is the reading process by which the teacher for t? Che treat difficulties? S help produce? S? Pupils. Overall, these measures are making a point of using texts litt? Rary f? Discussion R when m? ? It as silent during the reading process. There is a link? Empty between stylistics and reading, if the language of texts litt? Rary? Tudi? S d? Tail.

Reading is an R-important? Capacity? f? R l ‘? Study of letter? Temperature. If the? Student is u? Interior? Re Enters implementation, the emphasis is on learning the four comp? Skills – reading,? Scriptures, H? s and speaking – through the teaching of language and? Students are invited? s? the activity?? ? States of? Envelope? the F? Participate the continued improvement of the comp? skills.

Language and Lit stylistic links? temperature. The texts litt? Rary often include a number of varieties is s diff? Annuities? Ten of English. You k? Can tr? S n? ? Be useful in educating students more advanced? S of English on language variation. The? Study style int w? R? T particular? Re f? R? Int students? Ress? S? stylistic analysis and f? be relevant? Advanced R? E? Students and scholars that the author of this article.

Style has its place in the? Study and teaching of letter? Temperature. This document addresses? Also the stylistic approach f? R f ’s? Study of letter? Literature and its relevance? R education of letter? Temperature. Mick short of? Declares that “the practice style at any point of intersection of the language of the text with? L? Ments that represented? Feel the W? Rtlichkeit text? (Short, 1988:162).

From a classroom or long term, there are many things that can be brought done. The teacher, the text litt? Rary on Ins? Channel, and form the basis of the teaching of certain characters? Structural characteristics of the English language. The teacher can teach grammar in action, and a stylistic approach? Analysis of k? Their communication functions can? Be displayed? S. This can be brought tr? S n? ? Be useful when teaching? both indigenous and non-Aboriginal learners of English.

When part Lexis style is a fa? We explore the meaning of a text litt? Rary. For the style and the teaching of lit? Temperature, the r? Rules of language are used? Are. Apr? S observation, are linguistic factors and Ver? The changes in these tendencies? Tect? Are.

From a linguistic point of view in class, the teacher can lead a stylistic analysis einzuf? It Wertsch? Tzung the diff? Various levels of language organization in the lit text? Rary. In addition to the AU k teachers? Can highlight? words in rear? st and work on the nature of the imagery.

interpreter? stylistic tion involves a process of production or R? equations? Ckschl? Sse on linguistic forms and meanings in a context litt? Rary. The texts litt? Rary can? Be k? ? Also compar? based on th? my li? s or opposite? s Attrib? Characteristics of a text can be brought compartment? stylistically.

? States Mick Short, f the stylistic analysis of text in a database system? Matic and reasonable? E? R f text categorization? A composition or f? R provides more detailed analysis can k?. These k texts? The? l? ves can gradually train them on the basis of language? accessibility? introduced? m? ne “(Short, 1988:172).

Widdowson? Writing if no contribution has proven invaluable style? Criticism? how, litt? temperature should? be? tudi? e as a means of communication, and such? study, means and ends must be m? my attention and watch mani? re ind? pending? For? Be Ngige (Widdowson, 1975:235). In the teaching of letter? Literature in the field of stylistics, the invitation is f? R recognizes? Be? how a text works as a whole reviewed? and explor? in.

The use of? Translated documents can k? Introduced to? Lib? R? Ment and imaginative? ? Be done? E in the language and lit? Literature in the classroom. may class with? translated materials help the teacher to get the best r? results at this mate? riel, relevant and appropriate to? es tze Years?, description of activity? s and welding? are applied? are.

Our pr mother tongue? Gt our r? And bending? a Ma? E our use of another language (if the second language or language? Trang? Re). Pronunciation, word choice, intonation, word order, and other factors of a language? another. If the most influential? is understood, the teacher may correct errors or am accustomed? errors that slip often possible?’re unconsciously.

A mate? Riel appropriate?? Translation is genuine and deep r? Percussion. The learner can be brought associated? E? whole language of the target language to support the learner’s performance and range of expr? Maximize. This erg turn? Nzen learners vocabulary.

Use? Mat? Riel may reflect invite sp? Culation and discussion. There is rarely a “good r? Response”, k? Can the atmosphere? Re the classroom are? again more? tense. The text can be brought given? by the teacher, but this text is tr? s short and can be brought feat? to serve? both reading and conversation? Ch before p? Period class going? Be? Tense.

Alan Duff with? Documents translated from? Envelope? three quality?? Ten learners (Duff 1989:7):

i) the flexibility?? t is formed? to find the learner to explore and W? handselected words.

ii) the accuracy of finding the right words, ht bem? the? students with the best choice of words.

iii) clarity? the choice f? r back words to express, try to learn, which is heard.

The teacher can w? Choose Matt? Rials illustrate certain areas or aspects and the structure of the English language, with which? S? Ves have difficulty? S. This allowed Matt? Materials Used? S f? A bed? Learners Rfnisse r? Lay and cover the program? Studies required. The matte? Rials have k? Nnte illustrations by Pr? Posts, articles, if clauses, etc. These difficulties? Sk? Royalties can? Be pr? By? S, w? Seen for learners on the relationship between language and use in the target language is through practice.

Proc? Takes f? A language learning does not mean No? Necessarily this? V? Ment? Ge, marking all the mistakes in red and the delivery of the unit? R? Tze Back to learners. In this way? Is the closure? Lich d? Courage learners teacher. Proc? Takes f? Language learning should mean that the R? Students r? Guli? Basis? Ig M? Possibility? compare and discuss their work with others to learn and f? R id? Es and t? Tasks with az? It, and not r? Act? fear of mistakes.

The teacher needs? Be sufficiently comp? Tents to treat the target language and discuss various teaching situations. Simple, but a working int k? Ressant? Learners can receive texts before the actual work. It is set? The? Ves? r? fl? chir row and subjects sp? cific. For example, as a lift? Rom? Advertis?, G? N? Ally after? S a lekt? Re k nnte the text? The? L? Ves are possible? appropriate title? f? R offers the text.

Activity?? ? States, o? the use of? Translated St. Matt? Als? Constantly say? to take? decisions. is certainly more independent or remain neutral? cis and learners? taken without choice? find h? words, the learner him-m? me form an opinion. The teacher’s notes that the best r? Responses, the r? The answers or solutions? Occur in the classroom after? Sr? Bending is done and to? Decisions are taken. Then work conversation? Che f good learners? time? CONSIDERATION A deeper and more? And the chance to see their pens? Are? Change to give even better to take? Decisions.

Teachers are invited? S? attend the following points in the? assessment and analysis of a saint? Ck? research? Translated by style. The most? Lev? Th in the spirit of this? Writer: If I have a language teacher with? Students whose first language is not English, eh? T learners of English as a Second Language (ESL) or language? Trang? Re (EFL), the type of? Translated Documents w? w rde I choose? The author m? Chte have the following in whatever they want in their ration s? Election.

i) m matt? als? need her? it reliable? SSGI refl? Tent aspects of the English language (eg, Pr? Positions, conjunctions, etc.).

ii) The mast? als? the meaning of the Orig say? to clear the text accessible and if not, the? below? Teacher of the situation w? re-? say No? uncertainty and the test L? functions g? ties and design descriptions if the learners can? be whatever they want r? are as good.

iii) if W? underlying implications and use words they have loaded? more sense. These words k? May appear? Be in the form of figures of speech.

sense iv) if the W? dictionary of a particular word used? w? rde explanation appropriate? e? tion of whether the word is used? of her? it appropriate? e.

v) if the use W? nat sound words? Natural and fly? end. One hour? Reviews pos? Are the mati? Re? Translated it is not nat? Its natural. This is because the repo? Are? Translator and choice of words are too strong lease? Accessible text form?. This is called the influence source language (Duff, 1989:11). A good M? Possibility?, Att? Nuateur? Shake the influence source language is the lev? E of the original? Accessible text and use them or work with? Documents translated by him m? Me with the learner.

vi) in terms of form, arrangement of words and id? art seems to be exactly? the Orig? accessible text, such as m? possible. Here is the diff? Differences in the structure of language often goes by? Changes in the mani? St and word order of return. In case of doubt, in the tablet? Hension? Ndnis words of text, back and S? Tze should? Be taken and looked? Close collaboration with an expert to r? Lay the pr? Occupations clear.

vii) if the context is clear text. What is the context, what, o? and? that. What you? Write and speak? Ber, o? situation occurs and? whom it is addressed?.

viii) if the registry is not visible. What is meant by registration, such as. What ringtones can be brought to? Tect? or formal or informal reading this document, cold or hot, to distinguish personal or impersonal? Nlich. The intention of the speaker should? Very clearly? ? About the registry with the tone of the speaker included. Whether it is the intention of the speaker to convince? Where? deter excuse or to criticize.

ix) The style and clarity? the? translated documents should not try to use the style of the original? accessible text for a change?. There should be m? But try? On the meaning as clear as m? Possible with the choice of words? take.

x) Figures of speech and sentences are comparisons, m? metaphors, symbols, talk and say the words back, jargon, slang and colloquial expressions? res. The explanation? Tion f? R they read this document, f? Directs these questions: Is leasing? Accessible word ANF? Hrungszeichen maintained? Can Lease? Equivalent? Accessible through an expression? Strait better? Ren explanation? It is clear, not idiomatic language or prose simple compared? the tablets? hension? ndnis? use?

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

According to Islam, is an important obligation to f? R every man, woman and child? and read? understand the Qur’an according to his capacity? own? Ten. Muslims whatever they want rent the Qur’an as a living miracle to see an open book all humanity’s? and difficult? prove f? R-m him? Me. You see in the Qur’an an invitation from God? everyone? use their brains? have? t? cr?? For this reason, the v? laughs?, and F appropriate intellectual?? Comp? Skills to do so.

The Qur’an contains? Lt posts directly ex? Cut? S? ? Be done? E and f? A reader in the process of repo? E and v are the messages? Vehicle? S by the images that appeal to the senses and stimulate their imagination drive some exp? Sensory experiences can k?. Humanism? is invited? e? ? Think? and? exp? experience?, as they try to understand the messages in the Koran. ? Muslim students in particular should? Be put on? Koranic study concepts such as exhibitions? St? T in their school life that m? possible because the? the F? concepts pr? feel? s in the Qur’an. In this way? It, they are an appropriate framework? to measure the int? Interior and which? understand or have the time? a sp? Ult? Interior point, insurance vielf valid terms in the Quran with easy? Can help? ? Enlighten the messages in the Koran.

F Muslims? To select P? Vern Dagogik is it? Nftig, f? A Muslim invert Sch? Br? S, trying to make the Koran as part of their lives, m? Possible. Then w rden? They probably think he is f? A great power like when the Koran? nnte k? Align? S? To stabilize a large part of every program in Islamic? Academic institutions in all media of the eye study, including normal program of English language and lit? Temperature, especially in? Islamic academic institutions .

The base Begr? APPLICATIONS f? R the use of the English language? Translations of the meaning of the Koran in English and lit? Literature are the following. Firstly, the English language? Translations of the meaning of the Koran are used? S more productive if their curricular content, w? Although the use of their language.

Second? Tremely, the English language? Translations of Koran f is a source of encouragement? ? Be of? R students, especially in? Islamic academic institutions, because? Muslim students aware of the character? Re sacred? the Koran are. Because of their religious beliefs? Fond Sen,? Students will motiv? S? tell or imagine what is in the Koran HNT ERW?. As Muslims, it is indeed a benefit f? R them the opportunity to f Quranic concepts? For this? Study is to grow and to? Envelope, to have spiritual. M? W me? Teaching Quran Rde base a plea? R to inculcate moral values in Islamic learning and k? Then these values that Ma? Stab f use? A more critical texts.

The new third? Because I w? The M? Possibility? introduction of the currency in which aspects litt? rary Muslim Koran f? R and non-Muslims Sch invert? Br? S, who can? Be pr? Feels Islamic institutions.

A new fourth? Because I w? Whether it is? an effective way for? students are more familiar with the Koran, which they ERM? Looked like quotations from the Koran will be used?’re Effectively. This F? Capacity? Enrichment is a great e f? R of any scientific proof, and mark his mark in other course work and socially, especially in the r? Islamic law on which the topics of conversation? Che, the Qur’an are li? Es,? Be placed?. quotes from the Koran can call an hr? more impressive ring of our own style.

From the discussion in the pr? This document, we can see that texts can litt? Rary in terms of language and content k? ? Be feat? E on style. Stylistics is a means of m? Ween the two subjects, language and lit? English literature. This writer? Also introduced the id? E of the English language? Translations of the meaning of the Koran, the texts litt? Rary and English lit class? Temperature? Leads. Style is a mani? Re for the analysis of texts litt? Rary with descriptions litt? Rary. The author has in fact f the road? Significant R M? Possibility? Analysis of the English language? Translated versions of the Koran? stylistic approach in litt? literature class hard.

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