Language Used in Poetry of Higher Secondary Level Curriculum: A Case of Compulsory English

Abstract

The present study entitled ‘LANGUAGE USED IN POETRY OF HIGHER SECONDARY LEVEL CURRICULUM: A CASE OF COMPULSORY ENGLISH’ is an attempt to identify, describe and analyze the different figures of speech (Phonetic, Morphological, Syntactic and Semantic figures of speech) and prosodic feature (meter, food and rhyme) found in the poetry prescribed in the course ‘The Magic of World’ and ‘The Heritage of World’ of Higher Secondary Curriculum. Teaching poetry is a difficult job. There are different features found in poetry. Thus, the language of poetry is different from others.

This study aims to find out the figures of speech and to analyze prosodic features in poetry. Phonetic figures of speech (alliteration, assonance, and onomatopoeia), Morphological figures of speech (Archaism, Anaphora, Tautotes and Ephiphora), Syntactic Figures of speech (Ellipsis and Inversion), Semantic figures of speech (Simile, Metaphor and Paradox) and Prosodic features (rhyme, meter and foot) are analyzed. The poems of Higher Secondary Level Curriculum are analyzed after preparing the checklists based on the idea given by Jahn, Manfred 2002, A Guide to the Theory of Poetry. So, the checklist is the main tool of data collection in the study. The study is solely based on the secondary sources of data. The study consists of four chapters along with reference and appendices in the end. Chapter one introduces the study in terms of general background of poem, review of the related literature, objectives of the study and significance of the study. Chapter two deals with the methodology adopted in the study that deals with the sources of data, sampling procedure, tools for data collection, processes of data collection and limitation of the study. Likewise, chapter three includes the analysis and interpretation of elicited data. It has been done in accordance with the study of objectives. Chapter four incorporates the findings and recommendation for pedagogical implications. On the basis of the analyzed data, findings have been prepared and in turn, on the basis of these findings, some recommendations have been made.