Articles
Publication Date: 2025
3l: Language, Linguistics, Literature (01285157)31(1)pp. 183-196
A man of business and poetry, Wallace Stevens is a peculiar master who combined a love of poetry and money in his life, overriding the gap between literature and economy, imagination and reality. Examining "Thirteen Ways of Looking at a Blackbird" and "Six Significant Landscapes" in the light of New Economic Criticism, we attempt to expound on the different rhetorical techniques and particular language and style Stevens has used to create an artistic product with economic value. We seek to explicate how Stevens's interest in money, power, prestige, and security as an insurance-poet man pertains to the accumulation of various types of capital ‒ cultural, economic, social and symbolic in Bourdieu’s sociological framework. Also examined is how Stevens borrows artistic devices/conventions ‒ like light/shadow imagery, repetition and geometric shapes ‒ from painting schools like impressionism, cubism and oriental paintings to ensure the exchange value of his poetry in the modernist marketplace. Furthermore, this interdisciplinary study explores the relationship between language and the economic system, focusing on Stevens's particular economy of language displayed in simple, short, declarative and ironic statements; the economy of imagery is present in precise and sharp images and haiku forms as it appears in imagism; and economy of space pictured in simple locations. The exchange between ideologies of the East and West also merits special attention. © 2025 Penerbit Universiti Kebangsaan Malaysia. All rights reserved.
Publication Date: 2025
Cogent Education (2331186X)12(1)
This study sought to examine whether task repetition awareness and learners’ need for cognition as an individual difference have any effects on the complexity, accuracy and fluency of EFL learners’ L2 oral productions. Sixty Iranian intermediate EFL learners were randomly selected and assigned to three groups, namely aware group (AG, n = 20), unaware group (UG, n = 20) and, control group (CG, n = 20). The first group required to perform a problem-solving task and after completion, they were instructed the benefits of repeating a task. This group was asked to repeat the exact task for another three times. Meanwhile, the task was introduced to the unaware group and this time, they repeated the task three times after the first task completion, without the awareness The control group only participated in the first task performance and final stage of performance. The oral performance wasanalyzed based on the accuracy, fluency, and complexity measures. At the final session, all three groups answered the need for cognition questionnaire. The results of MANOVA analysis indicated that task repetition awareness increases the complexity of oral productions of EFL learners. In addition, task repetition alone is helpful in increasing the fluency of the participants. The results of need for cognition were not significant in this study. Implications for further research and language teachers are also provided. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
