A Study Of English Literature Teaching In The High-school On The Basis Of Input Theory

With the development of the social linguistics and pragmatics,people’s study extends to language’s linguistic and pragmatic function problems.Language is no longer regarded as a self-sufficient and sealed-in semiotic system.People have gradually come to realize that language learning is closely connected with the acquisition of the social cultural backgrounds in the target language.The English Teaching Outline for the Full-time General Senior Middle School(experiment manuscript)demands that the learner’s reading ability should be particularly attached importance with the comprehensive development of listening,speaking,reading and writing abilities.It highlights the importance of extensive reading input and the quintessence of literature as language and cultural sources.In the current teaching environment,however,people pay considerable attention to the exam-oriented education rather than literature education because of the complex language structures in literature texts and seemingly slow effects of using literature as teaching materials.In recent decades,literature texts have nearly disappeared from the high-school English classes and rarely have teachers conducted research in this aspect,either.Actually,the significance and effects of literature teaching in high-schools are of great concern in terms of second-language teaching and learning.On the basis of the input theories the paper attempts to adopt the teaching experiment and questionnaire survey methods to explore the important role of literature teaching and establish a specific literature teaching procedure.First,the paper attempts a study into the effectiveness of literature teaching from the perspective of the language input theories.It is generally acknowledge that ideal language input is prerequisite for success in language learning,which should help get the students involved in a communicative and natural language environments.In other words,the learners must be assured of a large exposure to abundant,authentic,interesting and culturally-profound language materials.With the features of intelligibility,interestingness,intellectual,authenticity,diversity,communicative,cultural and critical thinking,literature materials are supposed to serve as ideal input for second language learning and teaching.Second,the paper focuses on the literature language’s characteristics and input theories to seek the key points of high school English literature teaching,including the principles of language material’s choosing and the significance of lead-in,autonomous learning,communicative atmosphere and learning interests of class.Based on the present English-teaching situations and in terms of READ teaching patterns,a four-stage teaching procedure is designed,which embodies "reading-discussing-summarizing-applying and evaluating" ideas.At the same time,the function of the procedure is under exploration.Furthermore,the paper designs a questionnaire for the validity of this class.Through the analysis of the authentic teaching experiment and the questionnaire survey,the paper comes to a conclusion that literature teaching and language teaching are inseparable.Literature teaching helps to motivate learner’ learning interests and confidence,strengthen learner’ autonomous learning abilities and improve learners’synthetic language skills.All in all,Literature provides a variety of knowledge nutriment,which would contribute much to the students’ all-round development and literature teaching serves as an efficient way to improve the learners’ linguistic knowledge as well as humane ideas.Admittedly,there must be some limitations in the research and the author attempts suggestions for further research work.