OVERVIEW

This chapter focuses on the relationship between pedagogy and stylistics. Indeed, alongside its descriptive role, enabling both native and non-native speakers to understand how and why language is deployed in certain ways in certain contexts, stylistic analysis also has a significant pedagogical role in the teaching of both language and literature, which has long been recognised and recently reaffirmed (see, for example, Douthwaite and Wales 2010, Jeffries and McIntyre 2011).

After looking at some of the main developments in the teaching of professional discourse (including CLIL and EMI), and suggesting the usefulness of a stylistics approach in terms of providing scaffolding, the chapter then provides a brief overview of some of the tools such an approach can provide in pedagogical terms for students of professional discourse. This is followed by a case study analysis of how the successful legal protection of trademarks is dependent on careful language choice: an interface where a stylistics-oriented approach to the pedagogy of the professional discourse can certainly prove helpful.

A STYLISTICS APPROACH TO PEDAGOGY

McIntyre differentiates between pedagogical stylistics and the pedagogy of stylistics. The former refers to the application of stylistic techniques in teaching; the latter to the study of how best to teach stylistics particularly (2011: 10). Here I prefer not to distinguish between the two, but rather to emphasise the usefulness of a stylistics-oriented approach in the pedagogy of professional discourse. By a stylisticsoriented approach to pedagogy, I intend an approach that encompasses the range of language resources available to users in a particular professional domain; it is therefore a domain-specific pedagogy that takes into account the specificity, as well as the hybridity of the language use (as we have seen in the previous chapters). Some linguists would classify this perspective as genre-specific, as Crystal (2012) points out, but I see stylistics as providing a wider, more holistic perspective than genrespecificity. For me the term emphasises not just the study of the appropriateness of the language features and choices employed in a particular domain, but also the full spectrum of language approaches deployed, from pragmatics to cognitive linguistics to multimodality and so on.