The past decades have witnessed an increasing interest in stylistics and related areas, including different pragmatic aspects and implications. Innumerable publications and many international conferences have explored the interface of language and style in actual use. Teaching literature in the classroom as part of language teaching is the area which has received most attention. Today literary texts are recognised as an important vehicle for raising language awareness and training. This applies not only to lexical and grammatical accuracy, but also to literary awareness and stylistic sensitivity. A stylistic insight helps to foster comprehension going beyond the surface meanings of words and reading between the lines of spoken and written discourse (McRae and Boardman [1984] 1989).