The effectiveness of the integration of stylistic techniques in the development of students' foreign language communicative competence based on English literature

Abstract

In the era of globalization, traditional methods of teaching foreign languages are often limited to grammar and vocabulary, ignoring stylistic richness, which leads to incomplete foreign language communicative competence of students. This is especially true for humanities majors, where a deep understanding of cultural nuances and expressive means of language is required. The research focuses on the integration of stylistic techniques of English literature (metaphors, irony, alliteration) into the pedagogical process for the development of language sensitivity, critical thinking and intercultural awareness. The aim is to evaluate the effectiveness of such methods in the formation of communication skills, with the tasks of analyzing the role of stylistics in texts, developing teaching methods and assessing their impact on students. The research methods include a comprehensive stylistic analysis of the works of Shakespeare, Dickens, Orwell and other authors, using tables for classifying techniques (analysis of cross-cutting themes, comparison of epochs, comparison of translations). 120 university students participated in the pedagogical experiment, divided into groups: the experimental group used project assignments (essays, reviews, miniatures) and group discussions, the control group used traditional lectures. The assessment was conducted through stylistic comprehension tests, motivation questionnaires, and an analysis of written works based on criteria (argumentation, creativity, cultural relevance). Factors of emotional involvement and cross-cultural context were taken into account to adapt to multi-level groups.The results showed a significant advantage of the stylistic approach: in the experimental group, motivation increased by 32%, and text interpretation skills increased by 28% compared to the control group. The analysis of works (for example, neologisms in Orwell's 1984 or irony in Austen's Pride and Prejudice) contributed to the development of communicative competencies, with a high effect from project activities (an increase in critical thinking by 25%). The tables of performance factors confirmed the role of emotional involvement and group work in the development of stylistics. The discussion of the results highlights the pedagogical value of the method: it bridges the gap between theory and practice, forming not only linguistic, but also creative skills for intercultural dialogue. It is recommended to integrate stylistic analysis into curricula through combined assignments, taking into account the students' level and cultural background. This increases motivation and prepares for professional communication, opening up prospects for further research in the digitalization of literary education.