根據文化模式、語言模式、個人成長模式探討文學教學：以「格利佛遊記」為範例

Teaching Literature Based on the Cultural, Language, and Personal Growth Models: Take Gulliver's Travels as an Example

This study aims to teach literature based on the cultural, language, and personal growth models in EFL classrooms. In order to cultivate EFL learners' abilities to appreciate the literary beauty of the target language from a more humanistic aspect, it is necessary for EFL teachers to introduce something more human nature, imaginative, creative, and meaningful to their students, such as literature. Psychological and linguistic theories support that extensive reading of literature makes it possible to internalize and reinforce the language previously learned. Moreover, literature provides a genuine language context for communication and motivates students to learn from pleasure reading. Widdowson (1983) criticizes the dialogue in daily conversation for it has no plot, no mystery, no character, no misunderstanding and no possibility of any kind of interaction. Conversely, literary works strongly motivating learners to read on for the authenticity, language, personal, and cultural enrichment, are widely recognized as valuable materials (Carter & Long, 1991; Collie & Slater, 1990; Duff & Maley, 1990; Lazar, 2000). So language learning cannot exclude the use of literary materials. Ronald Carter and Michael N. Long (1991) describe the rationale for the use of the three main approaches to the teaching of literature: (1) the cultural model, (2) language model, and (3) the personal growth model. About the cultural model, Chang (1997) states that literature-based reading inspires cultural awareness. Williams (1996) indicates that reading literature concerning other cultures can promote in students a great tolerance for cultural differences. About the language model, Carter and McRae (1996) define that language processes should contain common sounds, sentence arrangement, vocabulary, meanings, and genres. About the personal growth model, Carter and Long (1991) suggest that after learning how to appreciate the beauty of a literary work, students may feel fulfilled because they are growing up to understand the society, culture, otherness, and themselves more. Jonathan Swift's Gulliver's Travels (1726), officially Travels into Several Remote Nations of the World, is both a novel and a satire on human nature. It's a parody of the 'travellers' tales', a literary sub-genre. It is widely considered Swift's most celebrated work, as well as one of the indisputable classics of English literature. So this study tries to use Gulliver's Travels as the literary text to teach English based on the cultural, language, and personal growth models in EFL classrooms. The purpose of this study is twofold: (1) one is to suggest how to teach EFL literature based on the integration of cultural, language, and personal growth models; (2) the other is to propose some proper procedures to teach Gulliver's Travels in EFL literature classrooms. The target subjects are college students. The object of this literature course is to increase and cultivate college students' literature accomplishment and appreciation.本文旨在根據卡特（Ronald Carter）和朗（Michael N. Long）於1991年所提出三個文學教學的基本模式：（1）文化模式（the cultural model）、（2）語言模式（language model）、（3）個人成長模式（personal growth model），來探討文學教學（teaching literature）並以史威夫特（Jonathan Swift）的《格利佛遊記》（Gulliver’s Travels）為範例，提出一些文學教學的步驟、策略與建議。為了培養EFL大學生在學習英文的同時，也能從人文的角度來欣賞文學之美，老師可以適當地介紹具有意義、啟迪人性、想像力、創造力的文學作品給學生閱讀。心理學理論及語言學理論都證實：大量閱讀文學作品可以使學習者內化及加強語言學習。此外，文學作品提供學習者真實語言的溝通情境並激發學習者的閱讀樂趣。文學作品可以使學習者接觸真實語言、個人成長與文化的學習（Carter & Long，1991；Collie & Slater，1990；Duff & Maley，1990；Lazar，2000）。因此，語言學習應該包含閱讀文學材料。關於文化模式（the cultural model），Chang（1997）指出閱讀文學作品可以喚起文化覺醒（cultural awareness）以及包容文化差異（cultural differences）。關於語言模式（lan