THE RESEARCH OF THE STYLISTIC PECULIARITIES OF REPRESENTED SPEECH FOR BETTER TEACHER-STUDENT INTERACTION AT ENGLISH LITERATURE CLASSES
The paper is devoted to the research of represented speech as an effective stylistic device allowing for better teacher-student interaction at English literature classes. The authors analyze this mode of characters` speech reproduction, its types and functions on the example of some novels of a well-known English writer Margaret Drabble. The purpose of this study is to reveal and identify the stylistic peculiarities of represented speech in M. Drabble’s novels, and particularly in “The Waterfall” and “The Realms of Gold”. The authors seek to assess the actual potential of represented speech sufficient to stimulate and foster analytical and critical thinking among the students and encourage their interaction in the classroom, as well as other ways of communicating in real life outside the university.
To realize these goals, a thorough textual study of M. Drabble's novels has been conducted based on the comparative historical method of analysis. The former and current literary processes in Britain were taken into account, provided that a theoretical approach was combined with the literary-historical and literary-critical outlook on the issue. The provided analysis proves that represented speech serves as an important plot-compositional means, which uncovers the unuttered inner speech of characters to readers, presents their thoughts and feelings, and unfolds the spiritual development of the characters. Represented speech can equally be used to highlight the main ideas of the novels in the words of the author, and convey the author’s judgments and generalizations about the characters to the readers. In the collision of differing points of view of authors, characters and readers, this stylistic device can create a certain specific style of narration and serve as a source of development of students' interactive and communicative competences.
The ability to formulate other people's statements and correctly express either implied or explicit meanings of written texts is crucial for the development of analytical and critical thinking among the students. An empirical study based on data from Kazan Federal University showed obvious progress and increase in interactive and communicative abilities of those students attending English literature classes and participating in the study of English writers' artistic styles and modes of expression. The proposed methods and techniques of analysis of written literary texts and represented speech as their part can be used by scholars, educators and teachers in both scientific and practical contexts. For teaching and learning purposes, our findings can be integrated into the university curriculum for the effective instruction design of classes and seminars on M, Drabble's and other English writers’ works, contemporary English literature and stylistic analysis courses, etc.