Using Foregrounding Theory as a Teaching Methodology in a Stylistics Course

In this article I suggest that foregrounding theory, arguably the cornerstone of stylistics, might be employed not only in the analysis of texts, but also as a methodology in teaching stylistic analysis. I propose that effective and memorable lectures can be produced by deviating from the supposed prototypical lecture format, and that it is the resultant foregrounding effect that helps to give the lecture its memorable qualities. In order to demonstrate how this might work I draw upon my own experiences of lecturing on a first year undergraduate course in stylistics (LING 131 Language and Style). I discuss the reasoning behind the teaching methods used on the course as a means of showing how foregrounding elements of a lecture might result in a more effective learning experience for students. I also explain how the effectiveness of LING 131 is due to its unique presentation of foregrounding via foregrounding.