Artistic text as a tool for the formation of emotive and pragmatic competence

Abstract

In modern methods of teaching foreign languages, there is a gap between the normative language of textbooks and emotionally saturated speech in authentic sources such as fiction. This leads to incomplete emotive and pragmatic competence among students, especially in recognizing and using the vocabulary of negative emotions. The research focuses on the use of English-language novels as a pedagogical tool for developing skills in interpreting and applying emotive vocabulary. The aim is to identify the lexical and semantic features of the expression of negative emotions (anger, irritation, disgust) in Cecilia Ahern's novels Love, Rosie and Charles Bukowski's Women in order to offer methodological recommendations for the formation of emotive and pragmatic competence. The tasks include classifying the means of expressing emotions, their quantitative analysis and comparing the styles of the authors with an emphasis on pedagogical application. The material was the novels of Ahern and Bukowski, from which 95 and 146 units of negative emotive statements were extracted, respectively. Research methods: contextual analysis to determine the semantics and shades of emotions; quantitative analysis to calculate the frequency and percentage; comparative method to identify similarities and differences; grammatical analysis to study the nomination of emotions through parts of speech (nouns, adjectives, adverbs, verbs). The data is organized into six groups: emotional vocabulary, vocabulary of emotions, vulgarisms, exclamations, paralinguistic means and jargonisms. The results show the dominance of emotional vocabulary (37,9% for Ahern, 35,6% for Bukowski), followed by emotional vocabulary (31,6% and 26,0%). Vulgarisms are more common in Bukowski (21,9% vs. 12,6%), reflecting his naturalistic style. Negative emotions are verbalized through all the main parts of speech, with examples like nouns (disgust, fury), adjectives (angry, unhappy), adverbs (angrily) and verbs (cry, pout). The comparison revealed stylistic differences: Ahern prefers nuanced vocabulary, Bukowski prefers expressive vulgarisms. The data obtained confirm that artistic texts are an effective tool for overcoming emotional gaps in learning. They allow you to develop pragmatic competence through tasks for the identification, classification and transformation of vocabulary. It is recommended to integrate analysis into lessons: ranking synonyms by intensity, stylistic comparisons, and discussion of the contextual relevance of vulgarisms. This contributes not only to lexical enrichment, but also to understanding cultural nuances, increasing motivation and communicative competence of students. The research contributes to pedagogy by offering a model for creating learning modules based on authentic texts.