Socio-cultural and religious boundaries: Can teaching cognitive stylistics be fully implemented in Arab/Muslim universities?

This article is the product of teaching cognitive stylistics in literary discourses for two years at Ibb University, Yemen. My main aim in this article is to explore if teaching cognitive stylistics can be fully implemented in a conservative/Muslim society as that of Yemen which has specific codes of socio-cultural and religious values. Teaching literary stylistics for the first time to undergraduate students provides a useful source of pedagogic activities, yet it gives rise to a set of practical as well as literary difficulties. Initial procedures of a rather balanced remedy to overcome students' negative response when introducing Western literature should be introduced. This is of assistance to minimize cultural stereotypes, to provide many opportunities to expand the students' cultural experiences and to meet the students' expectation when confronted with any literary text, Western or translated Arabic text alike.