Rhetorical Figures in Literary Language: A Perspective Based on a Classification System for Their Treatment
DOI:
https://doi.org/10.62452/77rrdt73Keywords:
Teaching-learning of literature, rhetorical figures, classes systemAbstract
This article presents partial results of a research project on the teaching-learning process of literature in Cuban pre-university schools, focusing on the deficiencies of literary content, specifically the rhetorical figures of literary language. A class system was proposed for the treatment of rhetorical figures of literary language in modernist works in eleventh grade, which contributes to the improvement of this problem. The qualitative study was conducted at the Mariano Clemente Prado pre-university school during the 2025-2026 academic year. Theoretical and empirical methods were used: document analysis, teacher interviews, student surveys, classroom observation, and theoretical and methodological triangulation as research techniques; historical-logical, analytical-synthetic, inductive-deductive, modeling, genetic, and systemic-structural. A class system was implemented for the treatment of rhetorical figures in eleventh grade. The results showed an improvement in the indicators that assessed the quality of the teaching-learning process of literary figures of speech, in the acquisition of literary skills, and in increased motivation for literature classes. It is concluded that, although the proposed objectives were achieved, further research is needed in this area of literary knowledge. Future research could delve deeper into this topic.
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