The impact of incorporating stylistic models of inversion in teaching grammar on students’ comprehension of literary text

Abstract

Pedagogical stylistics increases EFL learners’ awareness about the way the language functions in different texts. It also enhances innovative learning and teaching. This study aims at knowing the impact of incorporating stylistic models of inversion in teaching grammar on students’ comprehension of literary texts. It also aims to explore the learners’ perceptions about incorporating them in grammar courses. The models were adopted by (Galperin, 1977). A total of 85 EFL learners at King Khalid University participated in this study; 41 are students of Grammar III and are divided into two groups (15, 26); 44 are students of Grammar IV and are divided into two groups (20, 24). The second phase of the research is a unified long text exam that contains stylistic models of inversion in literary texts and is given to all students. Generally, the post-test results show that the participants identify stylistic models of inversion that help them understand the meaning of texts. Moreover, the quantitative approach shows the learners’ preference for incorporating models in grammar courses because they are important in comprehending literary texts. The study recommends considering stylistic implications in teaching grammar in general and stylistic models of inversion in particular.