ABSTRACT This paper explores the application of texture and textual attractors within a cognitive stylistic pedagogy for English teachers. Texture, defined as the feeling of building and experiencing a fictional world, is here taken up as a facilitative way of thinking about how reading, language, experience and cognition operate in the classroom. On the basis of data generated from a three-year, classroom-based, collaborative research project in the UK, I discuss how teachers and students drew on and used these cognitive stylistic concepts in their explorations of a literary text. I show how classroom discourse reveals ways in which teachers and students drew benefits from the pedagogy in a variety of ways: through conceptual interpretations of grammatical form; by allowing readers to describe their reading experiences in systematic ways, and by working with a spatially, sensory and experientially orientated grammar which is built on what readers already know about the world.

中文翻译：

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为阅读体验打造的质感和感官语法

摘要 本文探讨了纹理和文本吸引子在英语教师认知文体教学法中的应用。质感，被定义为构建和体验虚构世界的感觉，在这里被视为一种思考阅读、语言、体验和认知如何在课堂上运作的便利方式。根据在英国进行的为期三年的基于课堂的合作研究项目生成的数据，我讨论了教师和学生如何在他们对文学文本的探索中汲取和使用这些认知文体概念。我展示了课堂话语如何揭示教师和学生以多种方式从教学法中获益的方式：通过语法形式的概念解释；通过让读者系统地描述他们的阅读体验，