BROADENING HORIZONS IN STYLISTICS:
THE MULTIMEDIA LAB AS A CHALLENGING TOOL
FOR TEXT ANALYSIS IN EFL CONTEXTS
ALCINA SOUSA* AND DOMINIQUE COSTA**
Uni e si y o Madei a, Madei a, Po ugal
ABSTRACT
Making use o he Mul imedia Lab as a po en ial ool o ex analysis, i.e.,
a way o explo ing s ylis ic ea u es in, o ins ance, li e a y ex s, is he main
pu pose o ou pape . This is he ou come o a join ac ion esea ch ca ied
ou in an EFL se ing, namely a uppe -in e media e and/o ad anced language
le els (4 h unde g adua e yea ) o he English Deg ee a he Uni e si y o Madei a.
Hence i is ou aim o ocus on he possibili ies o b oadening ho izons in
S ylis ics Analysis, ia new echniques and echnologies. Ou app oach gi es
special a en ion o di e en laye s o meaning al eady amilia o ou s uden s,
no ably g aphology, lexis, syn ax, cohesion, seman ics, egis e and unc ion.
These a e pa icula ly s iking in he wo passages and/o poin s o en y selec -
ed om an English con empo a y no el o be analysed wi hou s uden s’ p i-
o knowledge o au ho , pe iod, and English language a ie y. All in all, we
wish o inc ease s uden s’ mo i a ion, p omo e hei li e a y/cul u al/language
awa eness, and enhance hei e lec i e skills in an inno a i e en i onmen
– he Mul imedia Lab– which eplaces he adi ional Language Lab, p e ious-
ly exclusi e o o eign language eaching/lea ning.
CAUCE, Re is a de Filología y su Didác ica, nº 24, 2001 / págs. 175-183 175
* Alcina Pe ei a Sousa –In i ed Lec u e a he Uni e si y o Madei a. Teaches
ESL/EFL o Humani ies Unde g adua es (li e a u e-based app oach), ESP; supe ises
p e- and in-se ice aining. Specialised in applied linguis ics (didac ics, cu iculum inno-
a ion, c ea i e eading). P esen ly inishing w i ing he PhD disse a ion in (majo ield
o pedagogical s ylis ics) c ea i e eading and he dia y no el. Au ho o nine schola -
ly a icles in jou nals. NEAG (s ylis ics special esea ch g oup in Madei a) ounding
membe along wi h John McRae.
** Dominique Cos a is an Auxilia y P o esso in he English/Ge man Depa men
a he Uni e si y o Madei a (Po ugal). She was awa ded a Mas e s Deg ee in S ylis-
ics by he Uni e si y o Abe deen (UK) and a PhD on B i ish Pos mode nis Fic ion
by he Uni e si y o Madei a. He main ields o in e es a e: English Language/Li e a-
u e; B i ish Pos mode nis Fic ion; Na a ology; and S ylis ics. She has been lec u ing
cou ses on hese subjec s a unde g adua e and pos g adua e le els a he Uni e si y
o Madei a.
ALCINA SOUSA Y DOMINIQUE COSTA
176
KEY WORDS
In e ac i e eading; laye s o meaning; li e a y/cul u al/language awa e-
ness; mul imedia lab; na a i e oice; eading in educa ion; s ylis ic ea u es;
echnological ools.
RESUMEN
El p incipal obje i o de es e abajo es el uso del Labo a o io Mul imedia
como he amien a po encial pa a el análisis de ex os, es deci , un modo de
explo a asgos es ilís icos en, po ejemplo, ex os li e a ios. Es el esul ado de
una in es igación acción conjun a lle ada a cabo en un con ex o de Inglés
como Lengua Ex anje a, conc e amen e en los ni eles uppe -in e media e y/o
ad anced (cua o año de ca e a) en la Ti ulación de Inglés de la Uni e sidad
de Madei a. Po an o nues o obje i o es cen a nos en las posibilidades de
ab i nue os ho izon es en el Análisis de Tex os po medio de nue as écni-
cas y ecnologías. Nues o en oque p es a una especial a ención a los di e en-
es es a os de signi icado con los que los alumnos ya es án amilia izados, en
pa icula g a ología, léxico, sin axis, cohesión, semán ica, egis o y unción.
Son especialmen e no ables en los dos pasajes y/o pun os de en ada de una
no ela inglesa con empo ánea seleccionados pa a se analizados, sin que los
alumnos conozcan p e iamen e au o , pe íodo o a iedad lingüís ica. En con-
jun o, p e endemos inc emen a la mo i ación de los alumnos, omen a su
conciencia li e a ia/cul u al/lingüís ica, y mejo a sus des ezas de e lexión en
un en o no inno ado –el Labo a o io Mul imedia– que sus i uye al Labo a o-
io de Idiomas adicional, que has a aho a e a u ilizado exclusi amen e pa a
la enseñanza/ap endizaje de la lengua ex anje a.
PALABRAS CLAVE
Lec u a in e ac i a, es a os de signi icado, conciencia li e a ia/cul u al/lin-
güís ica, labo a o io mul imedia, oz na a i a, lec u a en educación, asgos
es ilís icos, he amien as ecnológicas.
RÉSUMÉ
L’u ilisa ion du Labo a oi e de Mul imedia se an d’ou il pou l’analyse de
ex es, au emen di , comme moyen d’explo e les cha ac é is iques s ylis iques
des ex es li é ai es, el es l’objec de no e a icle. Celui-ci es le ésul a d’une
ac ion de eche che conjoin e, menée dans le cad e de l’enseignemen de l’
anglais comme langue é angè e, no ammen aux ni eaux in e médiai e-a ancé
e /ou a ancé (4ème année d’é udes) de la Maî ise d’anglais à l’Uni e si é de
Madè e. Nous p oposons donc de cen e no e é ude su les possibili és d’éla gi
les ho izons de l’analyse s ylis ique pa le moyen des nou elles echniques e
echnologies.
No e abo dage me , en pa iculie , l’accen su les di é en s ni eaux de
signi ica ion du ex e, déjà amilie s pou nos é udian s, no ammen la
g aphologie, le lexis, la syn axe, la cohésion, la séman ique, le egis e e la
BROADENING HORIZONS IN STYLISTICS: THE MULTIMEDIA LAB…
177
onc ion. Ceux-ci son bien é iden s dans les deux ex ai s e /ou poin s d’en-
ée choisis dans un oman anglais con empo ain a in d’ê e analysés sans que
les é udian s aien connaissance p éalable de l’au eu , de l’époque, e des pa -
icula i és de la langue.
No e bu a é é d’augmen e la mo i a ion de nos é udian s, de p omou-
oi leu pe cep ion li é ai e/cul u elle/e de la langue, e de me e en é i-
dence leu capaci é de é lexion dans un en i onemen inno a eu –le Labo-
a oi e de Mul imedia– qui emplace le Labo a oi e de Langues adi ionnel
dédié, aupa a an , exclusi emen à l’enseignemen /app en issage des langues
é angè es.
MOTS-CLÉ
Lec u e in e ac i e; ni eaux de signi ica ion; pe cep ion li é ai e/cul u elle/e
de la langue; labo a oi e de mul imedia; oix na a i e; l’ins uc ion pa la lec-
u e; cha ac é is iques s ylis iques; ou ils echnologiques.
INTRODUCTION AND THEORETICAL CONSIDERATIONS
B oadening ho izons in s ylis ics seems o u mos impo ance in ou
con empo a y in o ma ion e a. S ylis ics migh be used in a wide con-
ex , namely in he eaching/lea ning o a o eign language, d awing
bene i s om echnological b eak h oughs wha e e he se ing, ia new
echniques and echnologies. Also, we wish o inc ease s uden s’ mo i-
a ion, p omo e hei li e a y/cul u al/language awa eness, and enhance
hei e lec i e skills in an inno a i e en i onmen – he mul imedia lab–
which eplaces he adi ional language lab, p e iously exclusi e o o -
eign language eaching/lea ning. As a as ools a e conce ned, we used
hose a ailable in ou mul imedia lab and b oadly amilia o ou s u-
den s: a compu e main ame/se e connec ed o 20 PCs a anged in
U-shape in he lab, iles o be accessed indi idually by s uden s, Con-
cise Ox o d Dic iona y CD ROM, 9 h edi ion wi h sound / Windows ’95
compa ible, Web / In e ne , Video ape (headphones), Sma Boa d,
wi hou excluding he mo e adi ional OHP.
Acco dingly, and ei e a ing Donald Leu and Cha les Kinze ’s lib-
e a ing and empowe ing li e acy conce ns in educa ion, a p oblem-se -
ing/p oblem-sol ing me hodology backed up by he e e -g owing
numbe o echnical gadge s will “p o ide powe ul p epa a ion in
de eloping he skills cen al o success in an in o ma ion economy:
accessing he bes in o ma ion, doing so in he sho es ime, using his
in o ma ion o iden i y and sol e he mos impo an p oblems, and
hen communica ing hese solu ions o o he s” (2000, p. 114). Thus s u-
den s should be p epa ed “ o he e ec i e use o new in o ma ion
ALCINA SOUSA Y DOMINIQUE COSTA
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echnologies ha will become inc easingly a ailable as we con inue o
change om an indus ial o an in o ma ion socie y” (2000, p. 113).
In his espec , he eading o li e a y ex s canno be dissocia ed
om li e acy educa ion as a powe ul esou ce o language, li e a y,
and cul u e awa eness, o ollow he heo e ical li e a u e published
o e he las wo decades in s ylis ics, li e a u e eaching and discou se
analysis (Halliday, Widdowson, Leech, Fowle , Sinclai , Ca e , McRae,
Du an and Simpson, o name bu a ew).
AIMS AND METHODOLOGY
I is ou pu pose, in his pape , o p esen some o he possibili-
ies o c iss-c ossing he a o emen ioned heo ies wi h eading in edu-
ca ion in an English as o eign language class, ha is a uppe -in e -
media e and/o ad anced language le els (4 h unde g adua e yea ) o
he English Deg ee a he Uni e si y o Madei a. In so doing, a join
ac ion esea ch was ca ied ou comp ising h ee di e en s ages, he
i s o which dese es he e a special a en ion as a easible way-in o
a li e a y ex in an EFL se ing, ia new in o ma ion echnologies (See
Uni Plan, Appendix, pp. i- i):
•Fi s , analysing a li e a y ex , s ill a con o e sial ype o ex in
an EFL eaching/lea ning si ua ion (and Po ugal is one among se e al
ins ances), pa icula ly ele an in his case as we pu o wa d he use
o he a ious esou ces o e ed in a mul imedia lab, especially “i we
wish o p epa e … [indi iduals] o hei u u es in a wo kplace whe e
collabo a ion and communica ion skills a e so impo an ” (Leu and Kinz-
e , 2000, p. 113). Fo he a ainmen o his end, a Uni Plan was ca e-
ully designed, bea ing in mind a whole language app oach o li e a y
ex wi h a ocus on s ylis ic ea u es, wi h pa icula a en ion o a s u-
den -cen ed, ac i i y-based and ask-o ien ed ins uc ion (See Appendix).
•Second, lesson implemen a ion and class obse a ion.
•Thi d, eedback on he join ac ion esea ch bo h by s uden s,
h ough he explo a o y analysis o s uden s’ open-ended ques ionnai es
comple ed in hei compu e ile a he end o he second session,
oge he wi h ou own indings.
One o he main goals o he lesson consis s o making s uden s
awa e o s yles/ oices ( equen ly mislabelled as “ he au ho ’s s yle”) in
he wo lds o discou se o he wo ex ac s –Tex A and Tex B–
BROADENING HORIZONS IN STYLISTICS: THE MULTIMEDIA LAB…
179
(Appendix, pp. - i), in en ionally chosen om he same ic ional wo k.
Thei ackling p esupposes s uden s’ amilia i y wi h s ylis ic concep s,
ex ea u es and ex awa eness. The o me a e pa icula ly s iking in
he wo passages and/o poin s o en y selec ed om an English con-
empo a y no el, The Collec o (1963) by John Fowles, o be analysed
wi hou s uden s’ p io knowledge o au ho , pe iod, and English lan-
guage a ie y.
Ye , he close eading o ex ac A was ollowed by di e en ac i -
i ies, included in Task A on exce p A (Uni Plan, S ages 1 and 2,
Appendix, pp. i-iii), so as o a oid mechanical eading comp ehension
p ocedu es, on he one hand, and, on he o he , o p omo e in e ac-
i e eading and pee and/o in e -g oup discussion. S uden s ended up
ealising ha each laye o meaning, on which hey we e asked o con-
cen a e, migh be ways-in o he ex ac , consequen ly o pa amoun
impo ance o he p ocess o meaning-making.
Tex A (Appendix, p. ), Mi anda’s dia y en y hough inse ed u -
he on in he no el (The Collec o , p. 117) was p esen ed i s o i s
eade - iendly di ec and amilia one, as well as simple sen ence s uc-
u e, highly con as ing wi h Clegg’s opening pa ag aphs in he no el,
Tex B (Appendix, p. i). His con essional one challenges he eade
wi h ambiguous lexical choice, i egula sen ence s uc u e, pa adoxical
apologe ic discou se, seeing ha he has a dominan ole in Mi anda’s
ou come. The e o e his speech was only o be in oduced in S ages 3
and 4 (Uni Plan, pp. iii-i ), co esponding o he second wo-hou ses-
sion. D awing on s ylis ic aspec s, i was up o he eade s/s uden s o
in e abou bo h he unusual si ua ion in which he cha ac e s/na a o s
ind hemsel es in, along wi h he odd ela ionship be ween hem, and
hei psychological/emo ional dilemmas.
PROCEDURE
A i s , s uden s we e asked o access Tex A ollowed by di e -
en ac i i ies (each o he i e g oups was assigned one and only ac i -
i y) shown on hei moni o s: Ac i i y 1.– G aphology; Ac i i y 2.– Seman-
ics; Ac i i y 3.– Lexis; Ac i i y 4.– Cohesion; Ac i i y 5.– Func ion (See
Uni Plan, S age 1, Task A, Appendix, pp. i-ii). Reading he ex should
be en isaged by he eade s as a p oblem-se ing/p oblem-sol ing –a
meaning ul aes he ic guessing game– as s uden s had o discuss wi h-
in he g oup (3/4 s uden s pe g oup) so as o come wi h plausible

ALCINA SOUSA Y DOMINIQUE COSTA
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answe s o ge o a comp omise. This was ollowed by a o um dis-
cussion on he a ious in e p e a ions b ough abou he eading be ween
he lines and concen a ing on di e en laye s o meaning, hus a oid-
ing no only plo -cen ed eading bu also a ansmissionis ins uc ion
on ex comp ehension, “ ocused la gely on s uden s’ mas e y in com-
p ehending ex s”, as ex ensi ely discussed in Susan Hynds’ On he
B ink (1997, p. 57).
Likewise, dissimila s a egies unde lie he selec ion o wo ds/ph as-
es o be omi ed o analysed in each ex . In sho , we aimed a a con-
s an eshu ling o a i udes, me hodology, s uden s’ aking no es, g ound
hei choice and pe sonal sha ing, o be coupled by an engaging high-
ly mo i a ing s uden s’ and lec u e ’s eading aloud o bo h ex ac s.
Also, issues ela ed o mood se ing and oice we e inally disclosed
by p osodic ea u es, such as in ona ion, s ess and hy hm. Simila ly,
ex eadabili y and accessibili y depended on he selec ion o ways-in,
key wo ds o ex in e p e a ion, d awing mos ly on seman ics, mo -
pho-syn ax and g amma - ansla ion (See S ages 2-3, Tasks B and C,
Appendix, pp. iii-i ).
The choice o bo h Tex A and Tex B, i.e., he con on a ion o
wo dis inc wo lds o discou se, p o ed o aise s uden s’ cu iosi y, no
only conce ning he unde s anding o e en s bu also o he singula
ela ionship be ween he “I” (Clegg) and “ he o he ” (Mi anda) and ice
e sa. S uden s had he oppo uni y o expand hei eading as es owa ds
con empo a y ic ion as hey we e keen o become in ol ed, he e o e
specula ing on he eelings, mo i a ions and gende o he cha ac-
e s/na a o s. Reade s played a ole in he wo lds o discou se, mos -
ly g ounded on ex ual ea u es: balancing be ween a ellow eade and
a ex ual au ho i y, ha is be ween a pa icipan and an obse e (c .
Hynds, 1997, p. 57). In he same line, seeing h ough he language and
i s ideology con ibu ed la gely o s uden s’ be e unde s anding o he
ex s and os e ed hei c i ical eading o he wo ld.
IMPACT AND FEASIBILITY: SOME REMARKS
No wi hs anding ha he sessions we e mean o become ac i i y-
o ien ed and s uden s ook and sha ed hei pe sonal no es in hei iles,
he lec u e adop ed a adi ional app oach up o he i s pa o he
o um discussion in S age 1 (Uni Plan, p. iii), doing he ques ioning,
eading ou he ins uc ions and eshaping/p oo - eading s uden s’
BROADENING HORIZONS IN STYLISTICS: THE MULTIMEDIA LAB…
181
no es. S uden s we e guided in hei u n- aking, ye coupled by a sup-
po i e posi i e ein o cemen and building on hei knowledge.
Soon s uden s’ open/ ecep i e and a en i e a i ude solely depic -
ed hose who we e p esen ing hei in e p e a ion o he class. Some
s uden s go los in he way, showed less concen a ion skills and pa -
allel alk also came up. In addi ion, a couple o s uden s exp essed
some di icul ies in iden i ying he laye s o meaning equi ed in Ac i -
i ies 1 o 3.– G aphology, Seman ics and Lexis. As a consequence, he
lec u e had o e e b ie ly o some de ini ions on s ylis ic concep s. A
his poin , she go awa e o di e ing le els o concen a ion, pa ici-
pa ion, among s uden s and changed he s a egy. Ins ead o a spokespe -
son pe g oup, all he s uden s we e in i ed o ake pa in he dis-
cussion so as o ge commi ed o ex unde s anding and app ecia ion.
Hence, lec u e -gene a ed ques ions we e eplaced by a c i ical peda-
gogy o li e a y eading enhanced by s uden s’ eading aloud and com-
men ing on classma es’ esponses o he ex ega ding: gende issues,
gen e, oice, hema ic link, pe iod and unc ion. A he ime, hei ead-
ing o pleasu e made i easie o change he sequence o ac i i ies and
s uden s we e immedia ely in oduced o exce p B (Uni Plan, S age 3
- Tex B, pp. iii-i ).
Once again he lec u e eshu led he sequence o ac i i ies pa -
ly d i en by s uden s’/ eade s’ cu iosi y, eage ness o unco e he
ocalise ’s/Clegg’s singula na a i e, as well as hei e e -g owing in ol e-
men wi h he wo lds o discou se and in e ac ion wi h he li e a y ex
o a meaning ul pu pose. S uden s e idenced an abili y o make in e -
ex ual connec ions d awing on backg ound knowledge, pe sonal expe-
ience and ex ual ea u es.
The mul imedia lab made i possible o build on he dynamic
un olding o ac i i ies, pa icula ly a wo dis inc imes: lis ening/wa ch-
ing some s uden s’ ideo aped eading aloud and accessing he CD
ROM o look o key/un amilia wo ds o e ed in bo h exce p s. Con-
cu en ly, lis ening and speaking could no be excluded om li e acy
p ac ices in he class oom, namely a ocus be ween “o dina y con e -
sa ional lis ening and li e a e lis ening”, o bo ow om James Cun-
ningham’s ecen c i icism on he inc ease o he a ailabili y o books
eco ded o lis ening, “ei he on ape o CD, including many mo e
unab idged e sions” (2000, p. 64).
Wi h ega ds o signi icance o lexical choice and g amma in con-
ex , language lea ning and expanding lexis in con ex came up in a
mo e na u al way in he sense ha he mul imedia se ing was no used
ALCINA SOUSA Y DOMINIQUE COSTA
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as a adi ional language lab in which phone ics and phonology a e
p ac ised in a echnical way. S uden s had he chance o b oaden hei
ho izons wi h espec s o un amilia se ings men ioned in bo h Tex s
A and B while accessing o emo e places ( ia he Web), such as he
Na u al His o y Museum (London), e e ed in Tex B. In he same line,
“boa ding school” o e ed an ins ance o p omo e s uden s’ language/
cul u e in e ace o hey lea n lexis in con ex bea ing in mind lan-
guage a bi a iness.
The e e ence o “Pale Clouded Yellow”, an e ymological scien i -
ic- ela ed ph ase, up o ha momen unknown o all s uden s, unex-
pec edly led o o he con ex ual associa ed meanings in s uden s’ speak-
ing and sha ing o hei indings. A e e ie ing and isualising he
pic u e o his bu e ly on he In e ne , i s yellow colou became, in
hei opinion, immedia ely associa ed wi h Mi anda’s hai –blond– also
ela ed wi h Clegg’s desc ip ion o i –“pale, silky, like bu ne cocoons”.
Wi h ega ds o his hobby, “obse a ions dia y” [i.e., his e ymological
dia y] o e ed ano he associa ion wi h cocoon and bu e ly. Clegg’s
idiosync a ic use o language p opelled he s uden s in o a whi lpool
o associa ions, schema a and o me eadings in he same cou se (A
Maggo had been s udied du ing he same semes e ). In he p ocess,
s uden s came up wi h he possibili y o Tex s A and B belonging o
Fowles’ The Collec o .
CONCLUSION
In his cou se, he English language was no seen as “ he o he ”,
he o eign wi h uni e sal ca ego ies, o use he Foucauldian e minol-
ogy, bu explained by i s simila i ies and di e ences om he s uden s’
mo he ongue. New dimensions came up in hese EFL sessions: s u-
den s’ commi men o he asks, spi i o co-ope a ion, esponsibili y and
ep esen a i i y, sha ed eading/lis ening imp o ed discou se compe ence
while espec ing he o he ’s u n- aking.
As a ma e o ac , esea ch skills/in e ne skills become, in his
con ex , complemen a y o a whole language app oach, i no o ead-
ing as an in eg a ed skill as we ha e shown in he cu en case s udy,
o ollow Cunningham’s claim ha “in he u u e one is expec ed o
ad oca e o pe o mance assessmen s o s uden and employee abili-
ies o loca e and compile in o ma ion o a ious kinds om he in e -
ne ” (2000, p. 64).
BROADENING HORIZONS IN STYLISTICS: THE MULTIMEDIA LAB…
183
S uden s claimed, o ins ance, ha ia he In e ne hey “can ge
aid quicke ”; “can access mo e in o ma ion in a sho e pe iod o ime…
consul o he lib a ies and si es whe e… o he in o ma ion” can be
ob ained. And hey igh ly concluded ha i is “mo e impo an o ou
day li e… e y use ul o wo k wi h i in he cou ses” and, a e all, “no
in a so bo ing con en ional manne ”.
Consequen ly, he majo i y o s uden s could cope qui e well wi h
he ac i i ies and asks ca ied ou in class and s a ed ha hey “only
had o ollow he ins uc ions gi en by he eache ”. In ano he case i
was s a ed ha i was e y easy o wo k in he mul imedia lab because
o hei “ o me knowledge o he compu e ” as a wo king ool as well
as being al eady “ amilia ised wi h in e ne and CD Rom sea ch”, con-
side ed “essen ial [skills] o any s uden ”. So in case o di icul y o
inaccessibili y he eache ’s ins uc ion, immedia e p omp ing igu e as
an e e -p esen mo i a ing and humanising issue.
REFERENCES
CUNNINGHAM, J. (2000), “How will Li e acy be de ined in he New Millennium”,
Reading Resea ch Qua e ly, 35, 1 (Janua y / Ma ch 2000), pp. 64-71.
FORSYTH, I. (1998), Teaching and Lea ning Ma e ials and he In e ne , London,
Koogan Page.
FOWLES, J. (1963), The Collec o , London, Penguin.
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