摘要：Teaching literature is challenging because it requires a thorough grasp of philosophical foundations. To grasp the whole story, learners and instructors must engage in some theorising (Chambers and Gregory, 2006). This task is made more difficult and time-consuming by absurd literature. To address this issue, movies have been employed as a source of visual help for students, since it is seen to be an effective technique for overcoming obstacles to learning. "Using movies in the classroom is an excellent strategy to reach people's emotive domain, foster reflective attitudes, and connect learning to experiences," says the author (Blasco et al., 2015). Movies, like novels, allow pupils to imagine the lives of people and their points of view. The current study used an experimental case study methodology with sixteen (16) individuals. The experimental group viewed the video while the controlled group listened to the audio. The researcher gives a two-hour presentation to both groups after a lunch break provided by the researcher. The following day, the participants' comments are recorded using the interview approach. Because students have never studied "The Metamorphosis," a pre-test is not feasible, thus a one-shot case study technique is used. Constructive coding of the replies is done, and the Gery Tyan and Russell Bernard theme identification approach is utilised to look for recurrent and overlapping patterns in the participants' responses. Repetitive and comparable patterns having a linguistic relationship to the issue under investigation have been identified and assessed using a theoretical framework (2003, p.90-95). Movies include lived experience, as does the visualisation process; phenomenology is a perspective from which lived experiences may be appropriately understood, hence interpretative phenomenology is used for this project. This study is also a continuation of current cognitive stylistics efforts in the field of cinema studies, and it explores the link between films (adaptations of literary texts) and learners' perceptions. This study examines the ineffectiveness of movies non the context of ludicrous literature. This study will contribute to the body of knowledge in the fields of cinema studies, cognitive stylistics, and literary teaching approaches in this manner. This study is especially noteworthy since movies are increasingly being utilised in academic settings. Movies are adaptations of literary works, but they do not capture the emotional and psychological significance of philosophical books. Because absurd literature is more empathic than expressive, it's difficult to envisage and instil the intended impression in students. These adjustments may sometimes confine and confine the student to tight quarters, preventing them from thinking beyond the predetermined visual barriers. This study looks at the cognitive dissonance that movies cause in pupils, who are unable to think beyond the visual enigma that has engulfed their heads. The movie becomes a trap, limiting students' ability to digest ridiculous literature and record its influence on cognitive level in order to properly comprehend ludicrous tragedy.
