Abstract：Linguistic analysis is fundamental to text interpretation and instrumental for students to develop and improve core competencies in language and literacy. When it comes to Chinese language instruction, literary language analysis may contribute to students’ comprehension of literary work, appreciation of the beauty of the texts, and creative uses of the Chinese language. Literary language analysis thus contains three major processes or activities, namely seeking meaning through words, analyzing the beauty of words, and searching for the use of words. Seeking meaning through words is to take literary language as a signifier in the analysis, focusing on the expressiveness of literary language in the macro context as well as the semantic gaps of the literary texts. Analyzing the beauty of words is to examine literary language as an aesthetic object with the purpose to reveal the aesthetic features of literary language such as self-reference, curved reference and false reference. Searching for the use of words is to use literary language as a pragmatic model to solve students’ Chinese language problems such as convergence, inappropriateness, and irregularities. The three processes or activities are distinct yet closely interrelated. In teaching practice, Chinese language teachers should be flexible to adopt suitable pedagogies to dissect the texts and their multi-dimensional meaning-making.
李煜晖，苏荣格. 语文教学视角下的文学语言分析策略[J]. 语言战略研究, 2024, 9(1): 16-25.
Li Yuhui and Su Rongge. Literary Language Analysis Strategies: Perspectives of Chinese Language Teaching. , 2024, 9(1): 16-25.
