a practical and holistic look at pedagogical stylistics and efl learning

Selecting the most suitable pedagogic tool which best fits the learners language needs is no easy task. indeed, this issue probably represents one of the major areas of concern for those involving in language learning and teaching, educational psychology, material development, among others. the number of variables that are involved in such a crucial task are manifold which calls for a scrupulous eye for details while appropriating an interdisciplinary design upon which to base such a critical decision. in this respect, it can be pointed out that an emergent theme throughout the previous literature has revealed the potential of pedagogical stylistics as a tool for improving language performance. although mostly intuitively or on the basis of limited empirical evidence, a large body of studies have claimed the significant capacity of pedagogical stylistics for providing authentic opportunities for language learners. such a paucity of empirical studies has made it necessary to meticulously examine pedagogical stylistics in rarely explored or uncharted contexts. however, to further substantiate pedagogical stylistics as a practical tool, the researcher bases the argument in a way to go beyond the purview of overtly observable uni-dimensional features repetitively seen throughout the previous studies. in this respect, it can be said that there exist long lists of corresponding research which intensively explore various aspects of such a multifaceted field of study in considerably varied contexts. as it s become clear from the foregoing, the intent of the present study is to take a holistic view of all the issues related to the aforementioned concept, to explore the seemingly uncharted areas and thus to open up new horizons in this regard.