Ana Dili Eğitimi Dergisi

Öz

The aim of the study was to
discuss the effects of lexical items related to emotional meaning on the
meaning-making process in texts and how such items could be incorporated into
the process of literature teaching. For this purpose, answers were sought to
the following questions: 1) How do the conceptual differences and definitions
of emotional meaning related lexical items become evident? 2) What kind of possibilities do lexical units, bound to
emotional meaning, provide in terms of literature teaching? This study aimed to
examine the concept of emotional meaning which provides a multi-dimensional
perspective in the light of linguistic point of view and to create a point of
view on how that concept could be linked to the teaching of literature. To that
end, in the first part of the study, the results of a literature survey that
was done to define the types of emotional meaning were presented, and, thus,
conceptual features of the types of emotional meaning was discussed. In the
second part, the issue of how the types of emotional meaning determined in the
light of the conceptual framework and the differences among them would be
linked to literature teaching was discussed; the role and contribution of
literary texts in the teaching of those items were delineated. The main
argument of this study is that incorporating the distinguishing characteristics
of the types of emotional meaning to the teaching process has a positive effect
on the level of students' comprehension of texts. Therefore, this study primarily
aimed to present a perspective based on preliminary observation toward
emotional meaning types for the purpose of incorporating them into the teaching
process.