Literature and Language Learning in the EFL Classroom

Also by Masayuki Teranishi

BRITAIN TODAY Old Certainties, New Contradictions (co-authored) dd

LITERATURE AS INSPIRATION IN THE ENGLISH LANGUAGE CLASSROOM(co-edited)dd

POLYPHONY IN FICTION A Stylistic Analysis of Middlemarch , Nostromo, and Herzog

ROCK UKA Cultural History of Popular Music in Britain ( co-authored)dd

Also by Katie Wales

A DICTIONARY OF STYLISTICS

FEMINIST LINGUISTICS IN LITERARY CRITICISM ( edited)dd

THE LANGUAGE OF JAMES JOYCE

NORTHERN ENGLISH A Social and Cultural History

PERSONAL PRONOUNS IN PRESENT-DAY ENGLISH

SHAKESPEARE’S DRAMATIC LANGUAGE ( co-edited)dd

Literature and LanguageLearning in the EFL ClassroomEdited by

Masayuki Teranishi University of Hyogo, Japan

Yoshifumi SaitoThe University of Tokyo, Japan

Katie Wales University of Nottingham, UK

Selection and editorial content © Masayuki Teranishi, Yoshifumi Saito andKatie Wales 2015Individual chapters © their respective authors 2015 Epilogue © Ronald Carter 2015

All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission.

No portion of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of theCopyright, Designs and Patents Act 1988, or under the terms of any licencepermitting limited copying issued by the Copyright Licensing Agency, Saffron House, 6–10 Kirby Street, London EC1N 8TS.

Any person who does any unauthorized act in relation to this publicationmay be liable to criminal prosecution and civil claims for damages.

The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988.

First published 2015 byPALGRAVE MACMILLAN

Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited,registered in England, company number 785998, of Houndmills, Basingstoke,Hampshire RG21 6XS.

Palgrave Macmillan in the US is a division of St Martin’s Press LLC, 175 Fifth Avenue, New York, NY 10010.

Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world.

Palgrave® and Macmillan® are registered trademarks in the United States,the United Kingdom, Europe and other countries.

This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. Logging, pulping and manufacturingprocesses are expected to conform to the environmental regulations of thecountry of origin.

A catalogue record for this book is available from the British Library.

Library of Congress Cataloging-in-Publication Data

Teranishi, Masayuki, author. Literature and language learning in the EFL classroom / Masayuki Teranishi,

University of Hyogo, Japan ; Yoshifumi Saito, The University of Tokyo, Japan ; Katie Wales, University of Nottingham, UK.

pages cm Includes bibliographical references and index. 1. English language – Study and teaching – Japanese speakers. 2. English

language – Study and teaching – Japanese students. 3. Literature – Study andteaching. 4. Interdisciplinary approach in education. 5. Reading – Language experience approach. I. Saito, Yoshifumi, 1958- author. II. Wales, Katie, author.III. Title.

PE1130.J3T38 2015428.0079052– dc23 2015005434

ISBN 978-1-349-56520-7 ISBN 978-1-137-44366-3 (eBook)DOI 10.1057/9781137443663

Softcover reprint of the hardcover 1st edition 2015 978-1-137-44365-6

In Memoriam Geoffrey Leech 1936–2014

vii

Contents

List of Figures x

List of Tables xi

Preface xiii

Acknowledgements xv

Notes on Contributors xvi

Introduction 1Masayuki Teranishi, Yoshifumi Saito and Katie Wales

Part I Current Issues and Suggestions for New Approaches

1 Recent Developments in Uses of Literature inLanguage Teaching 13Geoff Hall

2 Literary Texts as Authentic Materials forLanguage Learning: The Current Situation in Japan 26Kazuko Takahashi

3 Bridging the Gap between L1 Education and L2 Education 41Aiko Saito

4 From Reading to Writing: Creative Stylistics as a Methodology for Bridging the Gap between LiteraryAppreciation and Creative Writing in ELT 61Yoshifumi Saito

5 Unpacking and Evaluating Properties in Conceptual Metaphor Domain Mapping: Cognitive Stylistics as aLanguage Learning Tool 75Michael Burke

6 Playing with Words and Pictures: Using Post-modernistPicture Books as a Resource with Teenage and AdultLanguage Learners 94Gillian Lazar

viii Contents

Part II Empirical and Case Studies

7 Achievement Tests for Literary Reading in General EFL Reading Courses 115Takayuki Nishihara

8 A Stylistic Approach to Digital Texts: Teaching LiteraryTexts through New Media 131Soichiro Oku

9 The Effects of Literary Texts on Students’ SentenceRecognition: Translation Tasks and Comprehension Tasks 140Tomohide Ishihara and Akira Ono

10 Benefits of Teaching Speech/Thought Presentation:Developing Language Awareness through Reading Austen and Eliot 151Tetsuko Nakamura

11 Teaching English Novels in the EFL Classroom 167Masayuki Teranishi

12 Using Short Stories in University Composition Classrooms 182Kyoko Kuze

13 Translation of Japanese Poems into English: Literature in the First Language as a Motive toCommunicate in a Second Language 197Kiyo Sakamoto

14 Literary Reading Circles and Short Essay Activities for English Learning among Medical Students 212Yuka Kusanagi

15 The Role of Literature in Foreign Language Learning 229Masako Nasu

16 The First Step towards a Critical Perspective: The Practice of Evidence-Based Explanation of a Literary Text in Book Clubs 248Hiroko Sugimura

17 The Use of a Literary Text in an Extensive Reading Programme: Reading Murakami’s ‘Super-Frog Saves Tokyo’in the World Café 260Motoko Fukaya

Contents ix

18 Increasing Motivation and Building Bridges toContent with Graded Readers 280Mark D. Sheehan

19 Pedagogical Stylistics in an ELT Teacher Training Setting: A Case Study y 298Marina Lambrou

Epilogue: Literature and Language Learning in theEFL Classroom 316Ronald Carter

Index 321

x

List of Figures

2.1 General interpretation of ‘communication abilities’ and ‘authentic’ materials in Japan 36

3.1 The proverb ‘seeing is believing’ written in Classical Chinese with decoding guide marks 44

3.2 Outline of transdisciplinary lessons for the fifth graders at Shijo Elementary School, Japan 51

6.1 Third Voice (Charles) from Anthony Browne’s ‘Voices in the Park’ 103

6.2 Fourth Voice (Smudge) from Anthony Browne’s ‘Voices in the Park’ 104

8.1 Average of scores (Task 1) 137 8.2 Average of scores (Task 2) 13711.1 Knowledge and skills to be improved through reading

English literature 171 13.1 Heuristic model of variables influencing WTC 199 16.1 Do you think you read much? <1> (n = 158) 25116.2 Are you interested in reading novels? <2> (n = 158) 25116.3 Are you interested in reading novels?<3> (n = 54) 25117.1 Reading activities and questionnaires implemented 27017.2 Questionnaire items used in QN1, 2, and 3 27117.3 Mean scores for Questions 1 to 5 27217.4 Mean scores for Questions 6 to 11 272 17.5 Mean scores for Questions 12 to 15 273 19.1 The intersection of literature and language learning

showing focus of study y 303

xi

List of Tables

2.1 Objectives of foreign language study established in the Courses of Study for Junior and Senior High Schoolsfrom the 1980s to the present 28

2.2 Chief incidents responsible for the marginalization of literature within English education in Japan 30

2.3 Total number of university-level English textbooks foracademic years 2009–2014 33

7.1 Test results 123 7.2 Correlation coefficients between test item types 123 9.1 Examples of the three types of sentence in the sentence

recognition task k 146 9.2 Descriptive statistics for the sentence recognition task k 14711.1 Results of the quiz (2010, n = 29) 17712.1 Evaluation of prediction: average scores on a scale from

1 (worst) to 5 (best) 18812.2 Evaluation of rewriting: average scores on a scale from

1 (worst) to 5 (best) 18912.3 What do you think about the use of literary materials in

English classes? (n = 75) 19012.4 What do you think about the use of short stories in

composition classes? (n = 75) 19112.5 What do you think about the effects of literature-based

writing on English ability? ( n = 75) 19214.1 Students’ perceptions of Never Let Me Go 21914.2 Themes and responses identified by students in

Never Let Me Go 22014.3 Reading and discussion experiences 22214.4 Perceptions of the lessons and self-perceived English

abilities 22315.1 Background of interviewees 23716.1 Examples of literary texts 252 16.2 Survey results ( n = 10 except (b) n = 9) 25617.1 Participants’ responses to the post-activity questionnaires 271 17.2 I found the following texts unforgettable 275 17.3 The most impressive text read in the whole programme 275

xii List of Tables

17.4 Correlations of post-course questionnaire scores with participants’ reading amount and results of EPER tests 275

18.1 Courses, research questions and student English levels 283 18.2 Assignments, materials, aims and methodologies 286 18.3 Reading books in this course has helped to build my

confidence to use English ( n = 26) 287 18.4 Reading books in this course has helped to increase my

motivation to use English (n = 26) 287 18.5 Reading books in this course has helped to develop my

speaking skills (n = 26) 287 18.6 I have become more interested in reading literature as a

result of this course (n = 56) 290 18.7 After the course ends, I will continue to read literature

(n = 56) 290 18.8 I have discovered that literature is an important

subject to study (n = 56) 290 18.9 Additional student comments on the literature

course experience (translated and edited for clarity by the author) 290

18.10 Reading English books in my English class helped me toenjoy reading more (n = 18) 293

18.11 I enjoyed reading the books in this course ( n = 18) 293 18.12 Reading books in this course has helped to build my

confidence to use English (n = 18) 293 18.13 Reading books in this course has helped to increase my

motivation to use English ( n = 18) 294 18.14 Reading books in this course has helped to develop my

speaking skills ( n = 18) 294 18.15 I think reading is important for academic success

( n = 100) 295 18.16 I think reading is important for personal growth

( n = 100) 295 18.17 Since reading English books in university courses,

my attitude to reading has become ... (n = 100) 295 19.1 Levels of language for stylistic analysis 298

xiii

Preface

In April 2011, just after the disastrous earthquake and tsunami in easternJapan, seven Japanese scholars started a research project subsidized bythe Japanese government which aimed to provide insights into someof the issues connected with the use of literature in English language teaching contexts – as well as solutions to those issues – through discus-sions with practitioners of literature and language teaching in Japan. Asa result of their attendance at both domestic and international confer-ences, at which they met, talked to and learned from practitioners in a variety of fields with a variety of educational and teaching backgrounds, it became apparent that many of the subjects covered by the projectwould be of relevance to a much broader audience, outside Japan, while also benefiting the Japanese audience by introducing teaching/learning theories and practices developed globally. I first contacted MarinaLambou, who had chaired my presentation on pedagogical stylistics at the PALA (Poetics and Linguistics Association) conference. Because of her considerable teaching range, including experience with Japanesestudents, I hoped that she would be interested in the project. I alsocontacted two internationally renowned scholars: Professor Katie Wales,who had supervised my PhD dissertation, and Professor Yoshifumi Saito,a pioneer in literature and English education in Japan. Their replies werepositive and encouraging and I was very lucky to be able to includethem as core members of the project. With this as a start, the publica-tion project became globalized, with more prominent figures and prom-ising young scholars joining us to make their contributions. The resultis Literature and Language Learning in the EFL Classroom, which benefits from an international and interdisciplinary range of contributors.

The contributors from Japan, the UK, the USA, China and the Netherlands were specifically chosen for their expertise as well as for their knowledge and research skills gained through extensive profes-sional practice in literature, language education, stylistics and EFL. Theexperience they bring to this volume provides invaluable insights intoissues that can be caused by social, cultural and native language differ-ences in English language teaching contexts. Moreover, the volumepresents readers with different approaches as well as teaching methodsand materials that can be used in their own classrooms.

xiv Preface

In recent years, both native and non-native English language teachers and scholars have been concerned with (re)introducing valuable literaryworks into EFL/ESL classrooms, and language and literature teaching hasbecome a highly topical subject. This collection of articles is an attemptto meet those local and global needs.

xv

Acknowledgements

The motivation for this project originated from exchanges at a varietyof domestic and international academic conferences that this book’scontributors participated in or hosted. Among those conferences arethose of the Poetics and Linguistics Association (PALA), the English Literary Society of Japan (ELSJ), the Japan Association of College EnglishTeachers (JACET), Liberlit, the Japan Association for Language Educationand Technology (LET) and the Japan Association of International LiberalArts (JAILA). We are grateful to the organizers and participants for givingus constructive suggestions and comments on our papers and presenta-tions. We would also like to thank two anonymous reviewers for theirencouraging and insightful comments on our proposal. We are gratefulto all the students, teachers and other people who kindly answered ques-tionnaires and provided narrative and interview data, as well as creativeideas for this volume. Furthermore, we are indebted to the colleagues, friends and family members who have given us the advice, encourage-ment and time necessary to complete this project.

The authors and publishers wish to thank the following for permis-sion to use copyrighted material: ‘Punishment’ 9mm ParabellumBullet (Author: Takuro Sugawara/Composer: 9mm Parabellum Bullet) © 2007 by NIPPON TELEVISION MUSIC CORPORATION & EMI Music Publishing Japan Ltd & Nonet Inc.; artwork from Voices in the Parkby Anthony Browne (© Anthony Browne, published by arrangement with Doubleday, an imprint of Random House Children’s Publishers.Random House Children’s Publishers is a part of the Penguin RandomHouse group of companies).

Our research is partly supported by four Grants-in-Aid for ScientificResearch from the Japan Society for the Promotion of Science: ‘The Role of Communicative Stylistics as Scientific Research: Pedagogical, Social, and Global Perspectives’ (#26580087); ‘Research on Teaching Methodsand Materials in English Education through Literature’ (#23520314); ‘Multiple Approaches to Extensive Reading: Development of ActivitiesBased on Instructional Methodology Used in Finland’ (#24520607) (for Chapters 14 and 17); and ‘The Oral History of Successful EFLLearners: Qualitative Research on Lifelong Foreign Language Learning’(#25580131) (for Chapter 15).

xvi

Notes on Contributors

Michael Burke is Professor of Rhetoric at University College Roosevelt,Utrecht University, Netherlands. He is a series editor for the Routledge Studies in Rhetoric and Stylistics and a former chair of the Poetics andLinguistics Association (PALA). His recent works include Literary Reading,Cognition and Emotion (2011) and Pedagogical Stylistics (co-edited) (2012). He is also the editor of The Routledge Handbook of Stylistics (2014).

Ronald Carter is Research Professor of Modern English Language in r the School of English, University of Nottingham, England. Carter has published extensively in the fields of applied linguistics and literature andlanguage in education and is the author or editor of more than 40 books and 100 articles in these fields. At Nottingham University he has been head of the Department of English and director of the Centre for English Language Education. He has given consultancies to government agenciesand ministries in over 30 countries worldwide. His recent works include Language and Creativity: The Art of Common Talk (2004), The Cambridge Grammar of English (2006), Language, Literature and Creativity: The State of the Art (2011) and t English Grammar Today (2011). He received an MBE foryservices to higher education in the UK’s 2009 New Year’s Honours List.

Motoko Fukaya is Associate Professor of American Literature at Tsurumi University, Yokohama, Japan. She received her MA in English Literaturefrom Waseda University. Her academic interests include Americanliterature/culture and the effective use of literary texts in an extensivereading programme. Her recent works include ‘Frederick Law Olmsted’sCotton Kingdom: A Yeoman’s Observations on the South and Slavery’ inAmerican Travel Literature: Journeying in the Land of Wonder (Showado, r2009, published in Japanese) and ‘The Effect of Reading Guidancein an Extensive Reading Program’ (The Bulletin of Tsurumi University,52, 2015). She has also co-authored The Potential of Extensive Reading: Promoting English Learning and Much More (Seibido, 2010, published inJapanese).

Geoff f Hall is a professor and Head of the School of English of theUniversity of Nottingham, Ningbo, China. His research and teachinginterests include literary stylistics, literature in language education andEnglish language and literature in ESL contexts. Geoff Hall is Chief

Notes on Contributors xvii

Editor of the journal Language and Literature and author of Literature inLanguage Education, now in its second edition.

Tomohide Ishihara is an associate professor at Aichi University. He received his doctorate in Education from Hiroshima University in 2010. His recent works include ‘Developing an Analytic EvaluationScale for English–Japanese Translation: Considering Its Reliability Using Generalizability Theory’ (Annual Review of English Language Education((in Japan, 2009) and ‘Differences in Translation Process According to Text Genres: Quantitative Analysis of Translators’ Retrospective Verbal Reports’ ( Interpreting and Translation Studies( ( , 2010, published in Japanese).His research interests include Translation in Language Teaching (TILT) in the Japanese context.

Yuka Kusanagi is Associate Professor in English Language and Communication at Gunma University in Japan. She has had exten-sive experience teaching learners of different ages and backgrounds atvarious institutions in Japan. Her research interests include narrative,extensive reading, multimodality focusing on gesture in second/foreignlanguage education, and enhancing learners’ autonomy through thearts in English education. She has published various papers and booksand has facilitated workshops in these fields.

Kyoko Kuze is Associate Professor of English at Ueno Gakuen University in Tokyo. She received her MA from the University of Tokyo and Master of Professional Studies in ESL from Manhattanville College, USA. Her interests include the use of literary texts in ESL/EFL classrooms, and she is the author of ‘Some Possibilities of the Use of Literary Texts in EFL Classrooms in Japan’ (Language and Information Sciences, 6, 2008) and ‘Pop Song Lyrics in the University EFL Class’ (Liberlit Conference Online, 2011).

Marina Lambrou is an associate professor and Head of Departmentfor Linguistics and Languages at Kingston University, London. She wasthe evening director at International House Language School, Londonand also taught ELT. She is co-author of Language and Media (2009) and joint-editor of Contemporary Stylistics (2007). She also edited the‘Narrative’ Special Edition of Language and Literature (23 (1), February2014). Her other works include the chapters: ‘Narratives of TraumaRe-lived: The Ethnographer’s Paradox and Other Tales’ (2014); and ‘Stylistics, Conversation Analysis and the Cooperative Principle’ (2014). She is currently working on a monograph entitled Disnarration (PalgraveMacmillan: forthcoming, 2015).

xviii Notes on Contributors

Gillian Lazar is a senior lecturer and teaching fellow at Middlesex University, where she teaches academic writing and language; and avisiting lecturer at the University of Westminster, where she teaches on the MA course in TESOL and Creative Writing. Previously, GillianLazar worked as a teacher of ESP at the British Council in Athens; as a teacher/teacher trainer at International House, London; and as a freelance teacher trainer, lexicographer and materials writer. She isthe author of Literature and Language Teaching: A Guide for Teachers and Trainers (1993), A Window on Literature (1999) and Meanings and Metaphors (2003).

Tetsuko Nakamura is Associate Professor of English at Komazawa University, Tokyo. She holds MA degrees from Keio University and the University of Nottingham and has been lecturing part-time in Englishliterature at Keio University for about a decade. She has co-authoredtwo English textbooks: Big Dipper Writing Course (2007) and e Englishthrough Literature (2009). Her research interests include Irish prose and efiction, and her most recent English work in this field is ‘Interactions between Travel Narrative and Short Fiction: Stories Revolving aroundSt Patrick’s Purgatory, 1827–1843’ (Studies in English Literature, 56, 2015).

Masako Nasu is an associate professor at the Language Education Centre, Okayama University, Japan. Her recent works include ‘Gropingfor Internal Realism: Woolf’s Early Experiments in Short Fictions’ (Virginia Woolf Review, 27, 2010), ‘Buds of Internal Realism in Virginia Woolf’s The Voyage Out’ ( Studies in English Literature: Regional BranchesCombined Issue, Vol. III, 2011) and ‘The Role of Stylistics in Japan: APedagogical Perspective’ (Language and Literature, 21 (2), 2012, co-au-thored with Masayuki Teranishi, Aiko Saito and Kiyo Sakamoto). She is one of the founding members of the Japan Association of International Liberal Arts (JAILA).

Takayuki Nishihara is Associate Professor of Applied Linguistics at the Prefectural University of Hiroshima, Japan, having previously workedat Kure National College of Technology, Hiroshima, Japan, where hewas Lecturer of General English and Technical Writing. Nishihara is theauthor of ‘Taking Critical Attitude towards Critical Approach to Applied Linguistics: Semantic Comparison of the Term Critical between CDAand Applied Linguistics’ (JABAET Journal(( , 13, 2010) and ‘Poetry Reading and Noticing the Hole in Interlanguage: A Proposal for Investigatingthe Relation between Poetry Reading and Interlanguage Development’(JACET Journal(( , 54, 2012).

Notes on Contributors xix

Soichiro Oku is a professor at the College of Architecture and Environmental Design at Kanto Gakuin University, Yokohama, having previously worked at Meikei High School, Tsukuba, wherehe was head of English Department and where he taught English fornine years. He is the co-translator of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (2001). Histrecent works include ‘Possibilities on Calculating Literary Language’ in Yoshifumi Saito (ed.) Language and Literature (Asakura-Shoten, 2009) and ‘Discourse in Classroom’ in Norimitsu Tosu (ed.) Invitation toward Open-Class Linguistics (2008).

Akira Ono is an associate professor at Hiroshima University, Japan. Hereceived his PhD in English Language and Literature from HiroshimaUniversity in 2006. His recent works include ‘The Effects of the Introduction of the Goal-Oriented Educational Program: In the Case of the Classes Related to English literature’ ( Journal of Japan Association ( (of Universities of Education, 2012) and ‘English Reading Skills to BeDeveloped through Literary Texts: From the Viewpoint of the New Course of Study and Theories of Communication Skills’ ( Hiroshima Studies in Language and Language Education, 2013). His research interestsinclude the use of literature in teaching English as a second/foreignlanguage.

Aiko Saito is Professor of English at Setsunan University, Osaka, Japan.She has previously taught Japanese as a foreign language at the Business language centre, University of Newcastle-upon-Tyne, UK. She hasbeen involved in initial teacher training for university students, andon-the-job training for experienced school teachers. She has also prac-ticed TEFL with arts such as painting, drama and literature. She is one of the authors of the Genius Japanese–English Dictionary, Third Edition (2011)and ‘The Role of Stylistics in Japan: A Pedagogical Perspective’ (Language ((and Literature, May, 2012).

Yoshifumi Saito is Professor of Education at the University of Tokyo.He holds MAs from the University of Tokyo and Indiana Universityand a PhD from the University of Nottingham. Primarily a stylistician,he has worked extensively in a wide range of fields including literarytheory, translation, and language education. His works include Eigo no Saho [The Art of English] (2000), Eigo Tatsujin Retsuden [Stories of the Japanese Masters of English] (2000), Nihonjin to Eigo [The Japanese and the English Language] (2007) and ‘Translation in English LanguageTeaching in Japan’ ( Komaba Journal of English Education( ( , 3, 2012).

xx Notes on Contributors

Kiyo Sakamoto holds an MA in Comparative Literature from the University of Tokyo. She has been teaching English and literature atDoshisha University and Ryukoku University in Kyoto while pursuing graduate-level study at Kyoto University, majoring in Foreign Language Acquisition and Education. Her recent works include ‘The Role of Stylistics in Japan: A Pedagogical Perspective’ ( Language and Literature( ,21 (2), 2012, co-authored with Masayuki Teranishi, Aiko Saito and Masako Nasu) and Bungaku-kyozai Jissen Handbook: Eigo-kyoiku wo Kasseika-suru[Literature as Inspiration in the English Language Classroom] (Eihosha,2013, co-edited with Toshiko Yoshimura et al.).

Mark D. Sheehan is an associate professor at Hannan University, Japan. He has more than 12 years of tertiary-level teaching experience in Japan.Sheehan received his MA in English Literature from the University of Massachusetts Boston, and holds a Certificate in English Teaching toAdults (CELTA). His teaching interests include academic reading, exten-sive reading and exploring ways to engage students with languagethrough content-based English courses. Sheehan has published andpresented on teaching English literature to Japanese university students, extensive reading, academic reading, English for specific purposes, andcurriculum development.

Hiroko Sugimura is a professor at Osaka Electro-CommunicationUniversity, Japan. She has a particular interest in the relationshipbetween Charlotte Brontë’s juvenilia and her four novels in terms of the use of metaphor and has published several research papers on theBrontës, for one of which she was awarded the Encouragement Prize bythe Brontë Society of Japan. Recently stylistics has aroused her interest in the analysis of short stories, and she has begun research into the effec-tive use of stylistics for pedagogical purposes.

Kazuko Takahashi is Professor of English at the School of Education,Meisei University, Japan. She received her PhD from the University of Tokyo in 2013. Her research interests include effective ways to utilize literary materials in Japanese English classrooms. Her recent worksinclude ‘Is the English of Literary Works Really “Unique”? Doubts about Its Exclusion from Second Language Learning’ ( Language and Information( ( Sciences, 5, 2007), ‘Literature and English Education in Japan’ in Language and Literature (ed. Yoshifumi Saito, 2009) and ‘Japanese English Teachingand Literary Materials from the Early 1980s to the Early 2000s’ (Diss. Tokyo U, 2013, in Japanese).

Notes on Contributors xxi

Masayuki Teranishi is Professor of English Studies at the School of Human Science and Environment, University of Hyogo, Japan. His recent works include ‘A Stylistic Analysis of Herzog: A Mode of “Postmodern Polyphony”’ (Language and Literature( , 16 (1), 2007), Polyphony in Fiction:A Stylistic Analysis of Middlemarch, Nostromof , and Herzog (2008), and d‘The Role of Stylistics in Japan: A Pedagogical Perspective’ ( Language ( (and Literature, 21 (2), 2012, co-authored with Aiko Saito, Kiyo Sakamoto and Masako Nasu). He is the vice-chair of the Japan Association of International Liberal Arts (JAILA) and the Japanese Ambassador for thePoetics and Linguistics Association (PALA).

Katie Wales has held professorships in English at the Universities of London, Leeds, Sheffield and Nottingham. In Leeds she was also the Dean of Learning and Teaching in the Faculty of Arts. With broad inter-ests in the history of the English language and of English literature, shehas given many conference papers and lectured under the aegis of theBritish Council all round the world. She is a founding member of theinternational Poetics and Linguistics Association (PALA); and a foundingeditor of the international stylistics journal Language and Literature. She is on the editorial board of the journal English Today. Her book-length publications include work on the language of James Joyce, Northern English dialects, personal pronouns and stylistics. A Dictionary of Stylistics came out in a third edition in 2011.