Stylistic analysis of W. Shakespeare's dramaturgy as a pedagogical technology for the formation of critical thinking of a philologist

Abstract

Stylistic analysis as a methodological basis for teaching foreign literature to students of language faculties is a multi-level system of interpretive practices that provide a deep understanding of the artistic structure of a work. The aim of the research is to theoretically substantiate the conceptual model of the integration of W. Shakespeare's stylistic techniques of drama into educational practice and to determine their system-forming role in the process of literary competence formation. The paper uses methods of structural and semiotic analysis, hermeneutic interpretation, typological classification and conceptual modeling. The theoretical basis consists of fundamental works on linguistic stylistics, pedagogical hermeneutics and the theory of literary education. The conceptual analysis of the tragedy «Hamlet» revealed 447 stylistic techniques, systematized into five functional groups with different pedagogical potential. A hierarchical structure of stylistic means has been established, where metaphorical constructions (28,4%) dominate over ironic techniques (19,9%) and antithetical structures (15,0%). A conceptual model of step-by-step mastering of stylistic analysis based on the principles of consistency, continuity and interactivity has been developed. The theoretical conclusions substantiate the need to create an integrated literary education system, where stylistic analysis is a basic component of the formation of critical thinking and professional competence of future philologists.