Literature and Language Learning in the EFL Classroom Also by Masayuki Teranishi

BRITAIN TODAY Old Certainties, New Contradictions (co-authoredd) LITERATURE AS INSPIRATION IN THE ENGLISH LANGUAGE CLASSROOM (co-editedd) POLYPHONY IN FICTION A Stylistic Analysis of M iddlemarch, Nostromo, and Herzog ROCK UK A Cultural History of Popular Music in Britain (co-authored d)

Also by Katie Wales

A DICTIONARY OF STYLISTICS FEMINIST LINGUISTICS IN LITERARY CRITICISM (edited d) THE LANGUAGE OF JAMES JOYCE NORTHERN ENGLISH A Social and Cultural History PERSONAL PRONOUNS IN PRESENT-DAY ENGLISH SHAKESPEARE’S DRAMATIC LANGUAGE (co-edited d) Literature and Language Learning in the EFL Classroom

Edited by

Masayuki Teranishi University of Hyogo, Japan

Yoshifumi Saito The University of Tokyo, Japan

Katie Wales University of Nottingham, UK Selection and editorial content © Masayuki Teranishi, Yoshifumi Saito and Katie Wales 2015 Individual chapters © their respective authors 2015 Epilogue © Ronald Carter 2015 Softcover reprint of the hardcover 1st edition 2015 978-1-137-44365-6 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No portion of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saffron House, 6–10 Kirby Street, London EC1N 8TS. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2015 by PALGRAVE MACMILLAN Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan in the US is a division of St Martin’s Press LLC, 175 Fifth Avenue, New York, NY 10010. Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. Palgrave® and Macmillan® are registered trademarks in the United States, the United Kingdom, Europe and other countries. ISBN 978-1-349-56520-7 ISBN 978-1-137-44366-3 (eBook) DOI 10.1057/9781137443663 This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. Logging, pulping and manufacturing processes are expected to conform to the environmental regulations of the country of origin. A catalogue record for this book is available from the British Library. Library of Congress Cataloging-in-Publication Data Teranishi, Masayuki, author. Literature and language learning in the EFL classroom / Masayuki Teranishi, University of Hyogo, Japan ; Yoshifumi Saito, The University of Tokyo, Japan ; Katie Wales, University of Nottingham, UK. pages cm Includes bibliographical references and index. 1. English language – Study and teaching – Japanese speakers. 2. English language – Study and teaching – Japanese students. 3. Literature – Study and teaching. 4. Interdisciplinary approach in education. 5. Reading – Language experience approach. I. Saito, Yoshifumi, 1958- author. II. Wales, Katie, author. III. Title. PE1130.J3T38 2015 428.0079052– dc23 2 015005434 In Memoriam Geoffrey Leech 1936–2014

Contents

List of Figures x List of Tables xi

Preface xiii Acknowledgements xv Notes on Contributors xvi

Introduction 1 Masayuki Teranishi, Yoshifumi Saito and Katie Wales

Part I Current Issues and Suggestions for New Approaches 1 Recent Developments in Uses of Literature in Language Teaching 13 Geoff Hall

2 Literary Texts as Authentic Materials for Language Learning: The Current Situation in Japan 26 Kazuko Takahashi

3 Bridging the Gap between L1 Education and L2 Education 41 Aiko Saito

4 From Reading to Writing: Creative Stylistics as a Methodology for Bridging the Gap between Literary Appreciation and Creative Writing in ELT 61 Yoshifumi Saito

5 Unpacking and Evaluating Properties in Conceptual Metaphor Domain Mapping: Cognitive Stylistics as a Language Learning Tool 75 Michael Burke

6 Playing with Words and Pictures: Using Post-modernist Picture Books as a Resource with Teenage and Adult Language Learners 94 Gillian Lazar

vii viii Contents

Part II Empirical and Case Studies 7 Achievement Tests for Literary Reading in General EFL Reading Courses 115 Takayuki Nishihara

8 A Stylistic Approach to Digital Texts: Teaching Literary Texts through New Media 131 Soichiro Oku

9 The Effects of Literary Texts on Students’ Sentence Recognition: Translation Tasks and Comprehension Tasks 140 Tomohide Ishihara and Akira Ono

10 Benefits of Teaching Speech/Thought Presentation: Developing Language Awareness through Reading Austen and Eliot 151 Tetsuko Nakamura

11 Teaching English Novels in the EFL Classroom 167 Masayuki Teranishi

12 Using Short Stories in University Composition Classrooms 182 Kyoko Kuze

13 Translation of Japanese Poems into English: Literature in the First Language as a Motive to Communicate in a Second Language 197 Kiyo Sakamoto

14 Literary Reading Circles and Short Essay Activities for English Learning among Medical Students 212 Yuka Kusanagi

15 The Role of Literature in Foreign Language Learning 229 Masako Nasu

16 The First Step towards a Critical Perspective: The Practice of Evidence-Based Explanation of a Literary Text in Book Clubs 2 48 Hiroko Sugimura

17 The Use of a Literary Text in an Extensive Reading Programme: Reading Murakami’s ‘Super-Frog Saves Tokyo’ in the World Café 260 Motoko Fukaya Contents ix

18 Increasing Motivation and Building Bridges to Content with Graded Readers 280 Mark D. Sheehan

19 Pedagogical Stylistics in an ELT Teacher Training Setting: A Case Studyy 298 Marina Lambrou

Epilogue: Literature and Language Learning in the EFL Classroom 316 Ronald Carter

Index 321 List of Figures

2.1 General interpretation of ‘communication abilities’ and ‘authentic’ materials in Japan 36 3.1 T he proverb ‘seeing is believing’ written in Classical Chinese with decoding guide marks 44 3.2 Outline of transdisciplinary lessons for the fifth graders at Shijo Elementary School, Japan 51 6.1 Third Voice (Charles) from Anthony Browne’s ‘Voices in the Park’ 103 6.2 Fourth Voice (Smudge) from Anthony Browne’s ‘Voices in the Park’ 104 8.1 Average of scores (Task 1) 137 8.2 Average of scores (Task 2) 137 11.1 Know ledge and skills to be improved through reading English literature 171 13.1 Heuristic model of variables influencing WTC 199 16.1 Do you think you read much? <1> (n = 158) 251 16.2 Are you interested in reading novels? <2> (n = 158) 251 16.3 Are you interested in reading novels?<3> (n = 54) 251 17.1 Reading activities and questionnaires implemented 2 70 17.2 Questionnaire items used in QN1, 2, and 3 271 17.3 Mean scores for Questions 1 to 5 272 17.4 Mean scores for Questions 6 to 11 272 17.5 Mean scores for Questions 12 to 15 273 19.1 The intersection of literature and language learning showing focus of studyy 303

x List of Tables

2.1 Objectives of foreign language study established in the Courses of Study for Junior and Senior High Schools from the 1980s to the present 28 2.2 Chief incidents responsible for the marginalization of literature within English education in Japan 30 2.3 Total number of university-level English textbooks for academic years 2009–2014 33 7.1 Test results 123 7.2 Correlation coefficients between test item types 123 9.1 Exam ples of the three types of sentence in the sentence recognition taskk 146 9.2 Descriptive statistics for the sentence recognition taskk 147 11.1 Results of the quiz (2010, n = 29) 177 12.1 Evaluation of prediction: average scores on a scale from 1 (worst) to 5 (best) 188 12.2 Evaluation of rewriting: average scores on a scale from 1 (worst) to 5 (best) 189 12.3 What do you think about the use of literary materials in English classes? (n = 75) 190 12.4 What do you think about the use of short stories in composition classes? (n = 75) 191 12.5 What do you think about the effects of literature-based writing on English ability? (n = 75) 192 14.1 Students’ perceptions of Never Let Me Go 219 14.2 Themes and responses identified by students in Never Let Me Go 220 14.3 Reading and discussion experiences 222 14.4 Perceptions of the lessons and self-perceived English abilities 223 15.1 Background of interviewees 237 16.1 Examples of literary texts 252 16.2 Survey results (n = 10 except (b) n = 9) 256 17.1 Participants’ responses to the post-activity questionnaires 271 17.2 I found the following texts unforgettable 275 17.3 The most impressive text read in the whole programme 275

xi xii List of Tables

17.4 Correlations of post-course questionnaire scores with participants’ reading amount and results of EPER tests 275 18.1 Courses, research questions and student English levels 283 18.2 Assignments, materials, aims and methodologies 286 18.3 Reading books in this course has helped to build my confidence to use English (n = 26) 287 18.4 Reading books in this course has helped to increase my motivation to use English (n = 26) 287 18.5 Rea ding books in this course has helped to develop my speaking skills (n = 26) 287 18.6 I have become more interested in reading literature as a result of this course (n = 56) 290 18.7 After the course ends, I will continue to read literature (n = 56) 290 18.8 I have discovered that literature is an important subject to study (n = 56) 290 18.9 Additional student comments on the literature course experience (translated and edited for clarity by the author) 290 18.10 Reading English books in my English class helped me to enjoy reading more (n = 18) 293 18.11 I enjoyed reading the books in this course (n = 18) 293 18.12 Reading books in this course has helped to build my confidence to use English (n = 18) 293 18.13 Reading books in this course has helped to increase my motivation to use English (n = 18) 294 18.14 Reading books in this course has helped to develop my speaking skills (n = 18) 294 18.15 I think reading is important for academic success (n = 100) 295 18.16 I think reading is important for personal growth (n = 100) 295 18.17 Since reading English books in university courses, my attitude to reading has become ... (n = 100) 295 19.1 Levels of language for stylistic analysis 298 Preface

In April 2011, just after the disastrous earthquake and tsunami in eastern Japan, seven Japanese scholars started a research project subsidized by the Japanese government which aimed to provide insights into some of the issues connected with the use of literature in English language teaching contexts – as well as solutions to those issues – through discus- sions with practitioners of literature and language teaching in Japan. As a result of their attendance at both domestic and international conferences, at which they met, talked to and learned from practitioners in a variety of fields with a variety of educational and teaching backgrounds, it became apparent that many of the subjects covered by the project would be of relevance to a much broader audience, outside Japan, while also benefiting the Japanese audience by introducing teaching/learning theories and practices developed globally. I first contacted Marina Lambou, who had chaired my presentation on pedagogical stylistics at the PALA (Poetics and Linguistics Association) conference. Because of her considerable teaching range, including experience with Japanese students, I hoped that she would be interested in the project. I also contacted two internationally renowned scholars: Professor Katie Wales, who had supervised my PhD dissertation, and Professor Yoshifumi Saito, a pioneer in literature and English education in Japan. Their replies were positive and encouraging and I was very lucky to be able to include them as core members of the project. With this as a start, the publication project became globalized, with more prominent figures and prom- ising young scholars joining us to make their contributions. The result is Literature and Language Learning in the EFL Classroom, which benefits from an international and interdisciplinary range of contributors. The contributors from Japan, the UK, the USA, China and the Netherlands were specifically chosen for their expertise as well as for their knowledge and research skills gained through extensive professional practice in literature, language education, stylistics and EFL. The experience they bring to this volume provides invaluable insights into issues that can be caused by social, cultural and native language differences in English language teaching contexts. Moreover, the volume presents readers with different approaches as well as teaching methods and materials that can be used in their own classrooms.

xiii xiv Preface

In recent years, both native and non-native English language teachers and scholars have been concerned with (re)introducing valuable literary works into EFL/ESL classrooms, and language and literature teaching has become a highly topical subject. This collection of articles is an attempt to meet those local and global needs. Acknowledgements

The motivation for this project originated from exchanges at a variety of domestic and international academic conferences that this book’s contributors participated in or hosted. Among those conferences are those of the Poetics and Linguistics Association (PALA), the English Literary Society of Japan (ELSJ), the Japan Association of College English Teachers (JACET), Liberlit, the Japan Association for Language Education and Technology (LET) and the Japan Association of International Liberal Arts (JAILA). We are grateful to the organizers and participants for giving us constructive suggestions and comments on our papers and presenta- tions. We would also like to thank two anonymous reviewers for their encouraging and insightful comments on our proposal. We are grateful to all the students, teachers and other people who kindly answered questionnaires and provided narrative and interview data, as well as creative ideas for this volume. Furthermore, we are indebted to the colleagues, friends and family members who have given us the advice, encouragement and time necessary to complete this project. The authors and publishers wish to thank the following for permission to use copyrighted material: ‘Punishment’ 9mm Parabellum Bullet (Author: Takuro Sugawara/Composer: 9mm Parabellum Bullet) © 2007 by NIPPON TELEVISION MUSIC CORPORATION & EMI Music Publishing Japan Ltd & Nonet Inc.; artwork from Voices in the Park by Anthony Browne (© Anthony Browne, published by arrangement with Doubleday, an imprint of Random House Children’s Publishers. Random House Children’s Publishers is a part of the Penguin Random House group of companies). Our research is partly supported by four Grants-in-Aid for Scientific Research from the Japan Society for the Promotion of Science: ‘The Role of Communicative Stylistics as Scientific Research: Pedagogical, Social, and Global Perspectives’ (#26580087); ‘Research on Teaching Methods and Materials in English Education through Literature’ (#23520314); ‘Multiple Approaches to Extensive Reading: Development of Activities Based on Instructional Methodology Used in Finland’ (#24520607) (for Chapters 14 and 17); and ‘The Oral History of Successful EFL Learners: Qualitative Research on Lifelong Foreign Language Learning’ (#25580131) (for Chapter 15).

xv Notes on Contributors

Michael Burke is Professor of Rhetoric at University College Roosevelt, Utrecht University, Netherlands. He is a series editor for the Routledge Studies in Rhetoric and Stylistics and a former chair of the Poetics and Linguistics Association (PALA). His recent works include Literary Reading, Cognition and Emotion (2011) and Pedagogical Stylistics (co-edited) (2012). He is also the editor of The Routledge Handbook of Stylistics (2014). Ronald Carter is Research Professor of Modern English Language in the School of English, University of Nottingham, England. Carter has published extensively in the fields of applied linguistics and literature and language in education and is the author or editor of more than 40 books and 100 articles in these fields. At Nottingham University he has been head of the Department of English and director of the Centre for English Language Education. He has given consultancies to government agencies and ministries in over 30 countries worldwide. His recent works include Language and Creativity: The Art of Common Talk (2004), The Cambridge Grammar of English (2006), Language, Literature and Creativity: The State of the Artt (2011) and English Grammar Todayy (2011). He received an MBE for services to higher education in the UK’s 2009 New Year’s Honours List. Motoko Fukaya is Associate Professor of American Literature at Tsurumi University, Yokohama, Japan. She received her MA in English Literature from Waseda University. Her academic interests include American literature/culture and the effective use of literary texts in an extensive reading programme. Her recent works include ‘Frederick Law Olmsted’s Cotton Kingdom: A Yeoman’s Observations on the South and Slavery’ in American Travel Literature: Journeying in the Land of Wonderr (Showado, 2009, published in Japanese) and ‘The Effect of Reading Guidance in an Extensive Reading Program’ (The Bulletin of Tsurumi University, 52, 2015). She has also co-authored The Potential of Extensive Reading: Promoting English Learning and Much More (Seibido, 2010, published in Japanese).

Geofff Hall is a professor and Head of the School of English of the University of Nottingham, Ningbo, China. His research and teaching interests include literary stylistics, literature in language education and English language and literature in ESL contexts. Geoff Hall is Chief

xvi Notes on Contributors xvii

Editor of the journal Language and Literature and author of Literature in Language Education, now in its second edition. Tomohide Ishihara is an associate professor at Aichi University. He received his doctorate in Education from Hiroshima University in 2010. His recent works include ‘Developing an Analytic Evaluation Scale for English–Japanese Translation: Considering Its Reliability Using Generalizability Theory’ (Annual Review of English Language Education in Japan, 2009) and ‘Differences in Translation Process According to Text Genres: Quantitative Analysis of Translators’ Retrospective Verbal Reports’ ( Interpreting and Translation Studies, 2010, published in Japanese). His research interests include Translation in Language Teaching (TILT) in the Japanese context. Yuka Kusanagi is Associate Professor in English Language and Communication at Gunma University in Japan. She has had extensive experience teaching learners of different ages and backgrounds at various institutions in Japan. Her research interests include narrative, extensive reading, multimodality focusing on gesture in second/foreign language education, and enhancing learners’ autonomy through the arts in English education. She has published various papers and books and has facilitated workshops in these fields.

Kyoko Kuze is Associate Professor of English at Ueno Gakuen University in Tokyo. She received her MA from the University of Tokyo and Master of Professional Studies in ESL from Manhattanville College, USA. Her interests include the use of literary texts in ESL/EFL classrooms, and she is the author of ‘Some Possibilities of the Use of Literary Texts in EFL Classrooms in Japan’ (Language and Information Sciences, 6, 2008) and ‘Pop Song Lyrics in the University EFL Class’ (Liberlit Conference Online, 2011).

Marina Lambrou is an associate professor and Head of Department for Linguistics and Languages at Kingston University, London. She was the evening director at International House Language School, London and also taught ELT. She is co-author of L anguage and Media (2009) and joint-editor of C ontemporary Stylistics (2007). She also edited the ‘Narrative’ Special Edition of L anguage and Literature (23 (1), February 2014). Her other works include the chapters: ‘Narratives of Trauma Re-lived: The Ethnographer’s Paradox and Other Tales’ (2014); and ‘Stylistics, Conversation Analysis and the Cooperative Principle’ (2014). She is currently working on a monograph entitled Disnarration (Palgrave Macmillan: forthcoming, 2015). xviii Notes on Contributors

Gillian Lazar is a senior lecturer and teaching fellow at Middlesex University, where she teaches academic writing and language; and a visiting lecturer at the University of Westminster, where she teaches on the MA course in TESOL and Creative Writing. Previously, Gillian Lazar worked as a teacher of ESP at the British Council in Athens; as a teacher/teacher trainer at International House, London; and as a freelance teacher trainer, lexicographer and materials writer. She is the author of Literature and Language Teaching: A Guide for Teachers and Trainers (1993), A Window on Literature (1999) and Meanings and Metaphors (2003). Tetsuko Nakamura is Associate Professor of English at Komazawa University, Tokyo. She holds MA degrees from Keio University and the University of Nottingham and has been lecturing part-time in English literature at Keio University for about a decade. She has co-authored two English textbooks: Big Dipper Writing Coursee (2007) and English through Literaturee (2009). Her research interests include Irish prose and fiction, and her most recent English work in this field is ‘Interactions between Travel Narrative and Short Fiction: Stories Revolving around St Patrick’s Purgatory, 1827–1843’ (Studies in English Literature, 56, 2015). Masako Nasu is an associate professor at the Language Education Centre, Okayama University, Japan. Her recent works include ‘Groping for Internal Realism: Woolf’s Early Experiments in Short Fictions’ (Virginia Woolf Review, 27, 2010), ‘Buds of Internal Realism in Virginia Woolf’s The Voyage Out’ ( Studies in English Literature: Regional Branches Combined Issue, Vol. III, 2011) and ‘The Role of Stylistics in Japan: A Pedagogical Perspective’ (Language and Literature, 21 (2), 2012, co-authored with Masayuki Teranishi, Aiko Saito and Kiyo Sakamoto). She is one of the founding members of the Japan Association of International Liberal Arts (JAILA).

Takayuki Nishihara is Associate Professor of Applied Linguistics at the Prefectural University of Hiroshima, Japan, having previously worked at Kure National College of Technology, Hiroshima, Japan, where he was Lecturer of General English and Technical Writing. Nishihara is the author of ‘Taking Critical Attitude towards Critical Approach to Applied Linguistics: Semantic Comparison of the Term Critical between CDA and Applied Linguistics’ (JABAET Journal, 13, 2010) and ‘Poetry Reading and Noticing the Hole in Interlanguage: A Proposal for Investigating the Relation between Poetry Reading and Interlanguage Development’ (JACET Journal, 54, 2012). Notes on Contributors xix

Soichiro Oku is a professor at the College of Architecture and Environmental Design at Kanto Gakuin University, Yokohama, having previously worked at Meikei High School, Tsukuba, where he was head of English Department and where he taught English for nine years. He is the co-translator of the Common European Framework of Reference for Languages: Learning, Teaching, Assessmentt (2001). His recent works include ‘Possibilities on Calculating Literary Language’ in Yoshifumi Saito (ed.) Language and Literature (Asakura-Shoten, 2009) and ‘Discourse in Classroom’ in Norimitsu Tosu (ed.) Invitation toward Open- Class Linguistics (2008). Akira Ono is an associate professor at Hiroshima University, Japan. He received his PhD in English Language and Literature from Hiroshima University in 2006. His recent works include ‘The Effects of the Introduction of the Goal-Oriented Educational Program: In the Case of the Classes Related to English literature’ ( Journal of Japan Association of Universities of Education, 2012) and ‘English Reading Skills to Be Developed through Literary Texts: From the Viewpoint of the New Course of Study and Theories of Communication Skills’ ( Hiroshima Studies in Language and Language Education, 2013). His research interests include the use of literature in teaching English as a second/foreign language. Aiko Saito is Professor of English at Setsunan University, Osaka, Japan. She has previously taught Japanese as a foreign language at the Business language centre, University of Newcastle-upon-Tyne, UK. She has been involved in initial teacher training for university students, and on-the-job training for experienced school teachers. She has also prac- ticed TEFL with arts such as painting, drama and literature. She is one of the authors of the G enius Japanese–English Dictionary, Third Edition (2011) and ‘The Role of Stylistics in Japan: A Pedagogical Perspective’ (Language and Literature, May, 2012).

Yoshifumi Saito is Professor of Education at the University of Tokyo. He holds MAs from the University of Tokyo and Indiana University and a PhD from the University of Nottingham. Primarily a stylistician, he has worked extensively in a wide range of fields including literary theory, translation, and language education. His works include E igo no Saho [The Art of English] (2000), E igo Tatsujin Retsuden [Stories of the Japanese Masters of English] (2000), Nihonjin to Eigo [The Japanese and the English Language] (2007) and ‘Translation in English Language Teaching in Japan’ (K omaba Journal of English Education, 3, 2012). xx Notes on Contributors

Kiyo Sakamoto holds an MA in Comparative Literature from the University of Tokyo. She has been teaching English and literature at Doshisha University and Ryukoku University in Kyoto while pursuing graduate-level study at Kyoto University, majoring in Foreign Language Acquisition and Education. Her recent works include ‘The Role of Stylistics in Japan: A Pedagogical Perspective’ (L anguage and Literature, 21 (2), 2012, co-authored with Masayuki Teranishi, Aiko Saito and Masako Nasu) and Bungaku-kyozai Jissen Handbook: Eigo-kyoiku wo Kasseika-suru [Literature as Inspiration in the English Language Classroom] (Eihosha, 2013, co-edited with Toshiko Yoshimura et al.).

Mark D. Sheehan is an associate professor at Hannan University, Japan. He has more than 12 years of tertiary-level teaching experience in Japan. Sheehan received his MA in English Literature from the University of Massachusetts Boston, and holds a Certificate in English Teaching to Adults (CELTA). His teaching interests include academic reading, extensive reading and exploring ways to engage students with language through content-based English courses. Sheehan has published and presented on teaching English literature to Japanese university students, extensive reading, academic reading, English for specific purposes, and curriculum development.

Hiroko Sugimura is a professor at Osaka Electro-Communication University, Japan. She has a particular interest in the relationship between Charlotte Brontë’s juvenilia and her four novels in terms of the use of metaphor and has published several research papers on the Brontës, for one of which she was awarded the Encouragement Prize by the Brontë Society of Japan. Recently stylistics has aroused her interest in the analysis of short stories, and she has begun research into the effective use of stylistics for pedagogical purposes. Kazuko Takahashi is Professor of English at the School of Education, Meisei University, Japan. She received her PhD from the University of Tokyo in 2013. Her research interests include effective ways to utilize literary materials in Japanese English classrooms. Her recent works include ‘Is the English of Literary Works Really “Unique”? Doubts about Its Exclusion from Second Language Learning’ ( Language and Information Sciences, 5, 2007), ‘Literature and English Education in Japan’ in L anguage and Literature (ed. Yoshifumi Saito, 2009) and ‘Japanese English Teaching and Literary Materials from the Early 1980s to the Early 2000s’ (Diss. Tokyo U, 2013, in Japanese). Notes on Contributors xxi

Masayuki Teranishi is Professor of English Studies at the School of Human Science and Environment, University of Hyogo, Japan. His recent works include ‘A Stylistic Analysis of Herzog: A Mode of “Postmodern Polyphony”’ (Language and Literature, 16 (1), 2007), Polyphony in Fiction: A Stylistic Analysis off Middlemarch, Nostromo, andd Herzog (2008), and ‘The Role of Stylistics in Japan: A Pedagogical Perspective’ (L anguage and Literature, 21 (2), 2012, co-authored with Aiko Saito, Kiyo Sakamoto and Masako Nasu). He is the vice-chair of the Japan Association of International Liberal Arts (JAILA) and the Japanese Ambassador for the Poetics and Linguistics Association (PALA). Katie Wales has held professorships in English at the Universities of London, Leeds, Sheffield and Nottingham. In Leeds she was also the Dean of Learning and Teaching in the Faculty of Arts. With broad interests in the history of the English language and of English literature, she has given many conference papers and lectured under the aegis of the British Council all round the world. She is a founding member of the international Poetics and Linguistics Association (PALA); and a founding editor of the international stylistics journal Language and Literature. She is on the editorial board of the journal English Today. Her book-length publications include work on the language of James Joyce, Northern English dialects, personal pronouns and stylistics. A Dictionary of Stylistics came out in a third edition in 2011.