The Context of 19th-Century English Horror Stories

Authors

DOI:

https://doi.org/10.69760/egjlle.2500200

Keywords:

horror stories, literary genre, Victorian era, supernatural elements

Abstract

19th-century English horror stories represent a significant literary genre that reflects the social, economic, and psychological changes of the period. Influenced by the Industrial Revolution and urbanization, these stories not only incorporate supernatural elements but also highlight the fears arising from technological advancements, urban life, and modern society. The horror stories of this era illuminate human suffering, the anxieties about irreversible changes, and the dystopian consequences of innovation. Mary Shelley's Frankenstein explores the dangers of uncontrolled technological progress and its catastrophic consequences. Charles Dickens' The Signal-Man addresses the horrors brought about by industrial technological advancements and social isolation. Edgar Allan Poe's The Tell-Tale Heart delves into psychological horror and the deep effects of guilt on the human soul. Female characters in horror literature of this period also occupy a significant place. Victorian gender norms and societal expectations often depict women as weak and defenseless figures, thereby underscoring social criticism and recurring anxieties. Horror stories functioned both as entertainment and as a means to highlight the social and psychological issues of the era. This article examines how 19th-century English horror stories responded to the period’s social and economic conditions and the dual role of horror as both entertainment and critique.

Author Biography

  • Turkan Hasanzada, Nakhchivan State University

    Hasanzada, T. Senior Lecturer, Nakhchivan State University. Email: tthasanzada@gmail.com. ORCID: https://orcid.org/0009-0005-7226-1765  

References

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Published

2025-04-17

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Section

Articles

How to Cite

Hasanzada, T. (2025). The Context of 19th-Century English Horror Stories . EuroGlobal Journal of Linguistics and Language Education, 2(3), 83-88. https://doi.org/10.69760/egjlle.2500200

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