期刊名称：International Journal of Early Childhood Special Education
电子版ISSN：1308-5581
出版年度：2022
卷号：14
期号：1
页码：726-731
DOI：10.9756/INT-JECSE/V14I1.221085
语种：English
出版社：International Journal of Early Childhood Special Education
摘要：This research paper aims to identify the part that literary discourse plays in promoting writing skills and influencing thoughts on ESL learners. It has a bearing on both the writing of the learners and making them more thoughtful, critical, and analytical. The literary language is beneficial to both vocabulary growth and sentence structure and expression at the macro and micro levels of writing. Prosaic discourse makes learners argumentative, while poetry inspires their imagination. While they may be doing it consciously or unconsciously, the words used are rhythmic and flowery, as well as with alliteration. However, when it comes to academic writing, dramatic discourse introduces deviations and introduces dramatic devices, and when it comes to storytelling, fictional discourse introduces techniques. This research has found that these genres lead to an appreciation of literary language. It makes learners better writers. This is purely qualitative research, where data has been collected using the observation method in the classroom. As a participant, the researcher has also played the role of the observer. The data was collected from college-level Literature and Creative Writing students.
