文學教學研究－－華語教學個案分析

Literature in the Classroom of Chinese as Foreign Language--Observations to a Beginner Class

長久以來，文學在語言教學領域的地位不明確。各方爭議紛紛，有的研究者以為文學屬於美學類，語言、句式都不受規範，不宜作語言教材，有的認為文學的語言其實仍在規範內，而且，語言學習不僅是單一習得，更要與文化語境聯合，塑造一個較為完備的學習環境。本文就此議題展開，觀察並總結大一初級華文班以文學當教材可能發生的結果。研究結果顯示，文學作品若依程度、句式、用語挑選、學生的習得效率與課堂參與度比純會話、溝通式教學高。文學作品在本研究中包含所有人類文化、思維活動的產出，雅、俗文學皆在此篩選範圍之中。

In this paper, I will demonstrate teaching approach and learning result in a language classroom based on literary materials. The results show that through carefully selected literary texts and class designed, students benefit more than approach set solely for communicative purpose. Literature in this paper refers to all cultural outcomes of humanity in different forms, high or low, classic or popular. This definition initiated by Raymond Williams (1921-1988) expands the possibilities to teach literature in language classroom Literature teaching, in my study, shows that students gain more than linguistic knowledge of the target language.