Analysis of the emotive potential of a literary text as a means of forming students' philological and communicative competencies

Abstract

In the modern pedagogical context, the analysis of the emotive potential of a literary text is of particular importance as a tool for the development of philological and communicative competencies among students. The research focuses on the stylistic means of expressing negative emotions (anger, irritation, sadness, disgust) in the novels of S. Ahern «Love, Rosie!» and Ch. Bukowski «Women», emphasizing their role in the formation of students' skills of critical thinking, emotional intelligence and effective verbalization of feelings. The relevance of the topic is due to the need to integrate emotionally saturated texts into educational programs in order to overcome the formal approach to the study of literature and language, contributing to the development of reflection and intercultural understanding in multilingual communication. The purpose of the work is to systematize stylistic techniques and propose methods for their use in teaching to increase motivation and depth of analysis among students. The methodological base includes contextual, stylistic, comparative and syntactic analysis adapted to pedagogical tasks. The researchers analyzed fragments of texts, classifying tropes (metaphors, epithets, comparisons) and syntactic figures (rhetorical questions, repetitions, parcellations, syntax violations), taking into account the idioms of the authors. For the pedagogical bias, elements of project activity were applied: students performed tasks on the interpretation of emotional markers, composing their own texts with negative emotivity and group discussions, which made it possible to assess the impact of analysis on communication skills. The results demonstrate that Ahern and Bukowski actively use syntactic means to increase emotional tension, where the intensity of negative emotions correlates with the disorganization of the text (parcellation, incomplete constructions). Ahern uses epithets and comparisons to convey personal experiences, while Bukowski uses metaphors and repetitions for «dirty realism». It is revealed that such techniques create an emotive field that enriches the narrative. The discussion highlights the pedagogical value: analysis contributes to the formation of CEFR (C1-C2) competencies by developing the ability to verbalize emotions in speech and writing, empathy and critical thinking through comparative essays and role-playing games. It is recommended to integrate the materials into stylistics and foreign language courses to increase student engagement, overcome cultural stereotypes and prepare for real communication. The study offers a model for innovative lessons, where text becomes a medium for personal growth, strengthening the link between philology and emotional development.