Examining Patterning and Deviation in Thomas Dylan’s Poems and their Effects on EFL Learners: Practical Stylistic Approach

Abstract

The aim of this research endeavour is to present how poetry may be taught in EFL classroom. To some extent, Poetry could help to develop learner’s knowledge of English language. It can be used to teach structure, grammar and vocabulary. Additionally, poetry could introduce learners to various shapes of the English language. However, poetry teaching/learning should be enriched by effective investment of both time and efforts just to develop learners’ related competencies about the English language. Poetry as literary genre could have various educational values. In a way or another, students will have different viewpoints about language use. In fact, students will go beyond the known standard usages and conventional rules. Thus, they will be motivated and so open to explorations and different interpretations. Aside from these benefits, using poetry to teach English in the Algerian context can also promote creativity. Therefore, this dissertation examines in details the most influential aspects in teaching poetry. Firstly, it introduces learners to patterned and deviated items within Thomas Dylan’s poems. Those poems are analysed stylistically just to figure out such items. Secondly, it represents poetry teaching situation as well as learners’ attitudes and effects behind poetry classroom by studying the case of LMD first year teachers and students in the Foreign Languages department at Abdelhamid Ibn Badis, University in Mostaganem. For this purpose, various research instruments were used: a questionnaire, a structured interview, and classroom observation. Those methods are to obtain the necessary data from the sample population selected for this investigation. The findings unveiled that students are interested with poetry but still suffer from difficulties. Accordingly, the final step suggests some practical recommendations just to wake up poetry teaching/learning situation