The paper titled "The Impact of Incorporating Stylistic Models of Inversion in Teaching Grammar on Students' Comprehension of Literary Text" focuses on examining how teaching stylistic inversion in grammar courses affects EFL students' ability to understand literary texts. The study aimed to investigate the effectiveness of incorporating stylistic models of inversion in grammar instruction and explore learners' perceptions of this approach.
The research was conducted with 85 EFL students at King Khalid University, divided into groups taking Grammar III and Grammar IV courses. Some groups were taught inversion models using only sentences, while others learned them through literary texts. All participants then took a unified exam containing literary passages with stylistic inversions to assess their comprehension.
The methodology involved teaching stylistic inversion models to different groups either through isolated sentences or within literary texts. A post-test examined students' ability to identify and interpret inversions in longer literary passages. An online questionnaire gathered data on learners' perceptions.
Key findings indicate that incorporating stylistic inversion models in grammar courses had a positive impact on students' literary text comprehension, regardless of whether sentence-based or text-based instruction was used. Both teaching methods proved effective. Students generally performed well in analyzing texts with stylistic inversions after receiving instruction. The questionnaire revealed learners had positive perceptions of including inversion models in grammar courses, as it aided their understanding of literary language.
The study concludes that teaching stylistic inversion as part of grammar instruction enhances EFL learners' ability to comprehend literary texts containing such inversions. It recommends considering stylistic implications, particularly syntactic devices like inversion, when teaching grammar to facilitate literary text analysis and understanding. The research suggests further studies on integrating other stylistic principles at the syntactic level into grammar pedagogy.