作者：Michael; Burke英语文体论语言学教学方法
摘要：Drawing on contrasting authoritative definitions,this article starts by investigating the question 'what is cognitive stylistics' and the related sub questions 'how has cognitive stylistics developed over the past two decades' and 'how does it differ from what is known as cognitive poetics'.Having established a consensus on what it is,the article then moves on to a much more important issue:the practical matter of how scholars might optimally employ cognition in their stylistic analyses.Here,the article introduces the original notions of 'mono-conceptual approaches' and 'integrative approaches' based on previous cognitive stylistic analyses conducted by the author.A pedagogical argument is then made in preference of the latter.What one is left with is an emerging categorical state of affairs in cognitive stylistic research and practice that fellow scholars are encouraged to reflect on and revise,if deemed necessary,in order to further knowledge in the field of cognitive stylistics.
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