ΤHE EXPLICITNESS OF A LANGUAGE TEACHER INLITERARY CRITICISMMALCOLM BRADBURY AND THE LANGUAGE OFCRITICISM

摘要

MALCOLM BRADBURY WAS ONE OF THE MOST PROLIFIC BRITISH WRITERS, WHO SUCCESSFULLYMANAGED TO COMBINE WRITING LITERARY CRITICISM, FICTION, SCRIPT ADAPTATION ANDTEACHING. THE OBJECTIVES OF THIS PAPER ARE TO EMPHASIZE THE RELATIONSHIP BETWEENTHE LANGUAGE OF A TEACHER AND THE MAIN CHARACTERISTICS OF BRADBURY’S LANGUAGE INCRITICISM. THE MAIN STRATEGY OF REACHING THESE AIMS IS TO APPLY A COGNITIVE STYLISTICSAPPROACH ON HIS WORKS OF CRITICISM, AND TO TRY TO REFER TO THE THEORY OF COGNITIVESCHEMATA WHEN DEALING WITH HIS TEACHING EXPERIENCE. THE FIRST PREMISE THATINSPIRED THIS PAPER GOES BACK TO BRADBURY’S FIRST YEARS OF WRITING, WHEN HE WROTEHUMOROUS SKETCHES, AND THIS HAD AN IMPACT OVER THE WORK THAT WAS TO COME. BYMEANS OF COGNITIVE STYLISTICS, WE GO BACK TO THE TEXT ANALYSIS AND WE SHALL IDENTIFYSOME OF THE MAJOR CHARACTERISTICS OF HIS STYLE, AS A CRITIC. WE DECIDED TO DEAL WITHLITERARY CRITICISM AS BRADBURY’S EFFECTIVENESS OF EXPLANATION AND COMICPERSPECTIVE OVER THE NOVEL DIFFERS FROM WHAT IS USUALLY EXPECTED FROM A LITERARYCRITIC. WE CONSIDER THAT THIS HAPPENED BECAUSE OF HIS TEACHING BACKGROUND, WHICHREQUIRED HIM CERTAIN EXPLICITNESS AND CLARITY OF SPEECH AND THOUGHT.