12864-Article Text-44505-1-10-20150703
12864-Article Text-44505-1-10-20150703
12864-Article Text-44505-1-10-20150703
Abstract
Poetry, a form of literature, displays varieties of language use through figures of
speech, the rhetorical devices. There are two views for and against the use of such
rhetorical devices in language teaching. One of the views shows its strong resentment
in using such figures of speech and does not find the space of them in language
teaching whereas the next speaks in favour of using them in language teaching if
the texts are wisely selected. It is the judicious or creative use of figures of speech.
A language teacher tries to look at them from language teaching point of view. This
writing primarily analyzes the representative figures of speech, states some examples
with their language features and ultimately justifies how figures of speech support
language teaching and learning.
Key words: Figures of speech, poetry, deviated language, indirect and connotative language,
language teaching
many poems are well-suited to a single language and reveals one thing by relating it to
classroom lesson”. something else”.
Since poetry naturally allows the varieties of In the words of Gray (2008, p. 120) “Any form
language use along with the figures of speech, of expression or grammar which deviates from
it avails the readers/learners with several the plainest expression of meaning is designated
opportunities to play with the language use, to a figure of speech”. This writing attempts to
pull it this way and that, to test its elasticity, to analyze representative figures of speech and
explore its limits. For example, the coinage of presents how such figurative language of poetry
new words, creation of new collocations, the use supports learners in fostering their linguistic
of old words in new ways, the use of same competence.
word(s) for difference purposes/meanings, the
Representative figures of speech
connotative use of words, etc.
In this section, some of the representative types
In poetry, either subjective feelings of poet or of figures of speech have been introduced (see
his/her description on objects can be expressed analysis section for the examples.)
using figures of speech. They can be more
effective means or vehicles to express, expand a. Allegory and Circumlocution: An Allegory
and explore the emotion, imagination and is a story in verse or in prose with a double
observation of poets. Further, figures of speech, meaning: a primary or surface meaning and a
rearranged syntax in poems can pinpoint the area secondary or referential meaning.
for ample attention; make the expression Circumlocution is an indirect way of speaking.
memorable apart from developing readers’/ b. Euphemism: Euphemism is the use of
learners’ linguistic competence. pleasant, mild and indirect words instead
Figures of speech of more precise and direct ones. In the words
of Abrams (2005, p. 88), “Euphemism is
Figures of speech basically deal with the vehicles an inoffensive expression used in place of a
which primarily make the expression of language blunt one that is felt to be disagreeable”.
more beautiful and effective. In a traditional way,
these devices have been described as poetic c. Irony and satire: The difference between
ornaments in a traditional way of analyzing the what is told and what is done is irony.
poem. The author in poetry, using these devices; According to Gray (2008, p. 255), “A satire
metaphors, images, symbols, personification, exhibits or examines vice and folly and
etc. can deliver the message indirectly to the makes them appear ridiculous”. Irony and
readers. As a result language becomes connotative satire are used in both prose and poetry.
and or referential. As we look at these figures of d. Metaphor and simile: Metaphor and simile
speech from linguistics point of view, we find refer to comparison between two dissimilar
them full of language features. Supporting this objects with their common qualities. The
view, Gautam (2014) points out, “A figure of former one is implied and indirect
speech is a way of saying something other than comparison whereas the latter one is direct
the literal way. It adds extra dimensions to comparison.
It is the star to every wandering bark. 13. The stationary blasts of waterfalls,
(William Shakespeare in Marriage of True Minds) Tumult and peace, the darkness and the light.
(William Wordsworth in The Prelude)
8. This city now doth, like a garment, wear
The beauty of the morning; silent bare. 14. Deep as first love, and wild with all regret:
(William Wordsworth in Composed upon O Death in life, the days that are no more.
Westminster Bridge) (Alfred L. Tennyson in Tears, Idle Tears)
9. My manhood is cast down 15. A hundred years should go to praise
I weep like a child for the past. Thine eyes, and on thy forehead gaze
(D. H. Lawrence in Piano) Two hundred to adore each breast,
10. O Rose, thou art sick: But thirty thousand to the rest
The invisible worm, (Andrew Marvell in To His Coy Mistress)
That flies in the night 16. And swear
In the howling storm. No where
(William Blake in The Sick Rose) Lives a woman true and fair
11. Ten thousand I saw at a glance, (John Donne in Songs)
Tossing their hands in sprightly dance. 17. In time the savage bull sustains the yoke,
(William Wordsworth in Daffodils) In time all haggard hawks will stop to lure.
12. Steady thy laden head across a brook, (Thomas kyd in The Spanish Tragedy)
Or by a cider-press, with patient look, 18. And miles to go before I sleep,
Thou watchest the last oozings, hours by hours. And miles to go beforeI sleep
(John Keats in Ode to Autumn) (Robert Frost in Stopping by Woods in a Snowy Evening)
Table 1
S.No. Figures of speech Example No. Effects
1. Metaphor and simile 6,7,8,9 Varieties of language use, motivating language
Provides the students with space for discussion,
2. Irony and satire 4,5
critical thinking, and creative writing
3. Allusion 1,2,3 Reference from the past events.
4. Image and symbol 10,12 Pictorial, vivid and poetic language.
Example of deviation, the language departs from
Personification and
5. 8,9,11,12 the ordinary mode of communication. Rearranged
paradox
syntax can develop language awareness
6. Oxymoron and conceit 13,14 Poetic effects, focus on meanings, motivating language
7. Exaggeration/hyperbole 15,16 The tone of epigram, appeal for attention
8. Anaphora and refrain 17,18 Distinctive effects, pleasing sound, motivating language
language indirect, connotative, and deviated. discussion, critical thinking and creative writing.
Does this variety of language have any space It is not exaggeration to say that the figures of
in language teaching? Does this variety of speech: simile, anaphora, refrain, oxymoron,
language, which displays structural complexities, conceit, etc. display motivating language and
support learners in fostering language skills? are useful in developing language acquisition
How can such language departed from usual and in creating conducive environment.
variety support present approach/method of
About the author
language teaching (although focus is in
Mr. Regmi is Associate Professor of English
pedagogy) in our context? Can such variety be
Education at MahendraRatna Campus
effective for our language learners to achieve Tahachal, Kathmandu. He has authored many
the skill of communication in our context where textbooks and references beside dozens of
most of them cannot speak using simple English research and academic articles in national
or this variety becomes counter-productive? These and international journals on different
are vales of issues around us with reference to aspects/ subjects of ELT. His interest lies on
literature, literature in language teaching,
English language teaching and learning.
and teacher training.
As we observe the aforementioned examples of
figures of speech, we can say that these figures References
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of language, they can compare these varieties Cudden, J. A. (1982). Dictionary of literary
with the usual pattern(s) of language. They will terms and literary theory.
point out the example of usual pattern and Harmondsworth: Penguin
rearranged pattern or deviated pattern of Gautam, K. R. (2014). Figures of speech in
language. As a result, such variety can develop Flax-Golden tales. An unpublished M.Ed.
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