论文部分内容阅读
前言将文学作为语言教学工具的提倡者们在试图评价文学在教学领域中的现状时面临着令人烦恼的任务。从理论上说,曾一度统治着语言教学法的文学继语言学在40年代占主导地位而不受欢迎之后,看来又要卷土重来了(Stem 1983)。最近许多出版物刊登了一些支持文学的有说服力的文章(Widdowson 1983; Brumfit 1983, 1985, Brumfit和Carter1986;Spack 1985;Reeves1986;Gajdusek 1988)同时还大力协助实施(Povey 1984, Gower和Pearson 1986;
Introduction Advocates of literature as a language teaching tool face the troubling task of trying to assess the status of literature in the field of teaching. In theory, Literary Linguistics, once dominated by language pedagogy, seems to be back in the air after it became dominant and unpopular in the 1940s (Stem 1983). A number of recent publications have published some persuasive articles in support of literature (Widdowson 1983; Brumfit 1983, 1985, Brumfit and Carter 1986; Spack 1985; Reeves 1986; Gajdusek 1988) and have also strongly assisted in their implementation (Povey 1984, Gower and Pearson 1986;