“文学理论”教学与人的培养

"文学理论"教学陷入难堪的境地,要改变这种困局需要从根本上革新教学理念,使文学理论教学由单纯的知识传授转向人的培养这个关键点上来。"文学理论"作为人文学科,它的终极目标应该是全面地塑造人。既然是塑造人,就必须追求一种理想,具体表现在社会理想、人生理想和艺术理想三个方面。

The necessary humanistic embodiment in the philosophy, theory and mode of College English teaching

Along with development of China＇s popular education, the embodiment of humanistic education is the natural and inevitable requirement of higher education after its transition from elite to popular education to ensure a good quality and a higher level. English teaching is indispensable due to the uniqueness of Chinese language and culture, and our open policy. College English teaching has become an extremely important platform, different from most other countries, to train talents. And to train talents is not only to train for the English language speakers or to be just certain technicians. This article will, from aspects of teaching philosophy, theory and mode, give a preliminary probe into the reasons why humanistic education should show itself up in all segments of college English teaching and how to show up. And it is expected to use the little to get the big.

The Application of Stylistics in British and American Literature Teaching

Stylistics applies modem linguistic theory to the description of and analysis into varieties of language and their stylistic features. As such it may serve to investigate the styles of British and American literary works, thus facilitating the teaching of British and American literature. This paper, after surveying the basic stylistic theory and its relevance to research on and teaching of literature, illustrates how to effectively adopt the method of stylistic analysis in the teaching of British and American literature

An Annotation of Language Teacher Beliefs in View of Educational Culture

The research on foreign language （FL） teachers＇ cognition and its development has been attracting attention in the field of applied linguistics. However, the gap between teaching theories and truths, teacher beliefs and behaviors can only be annotated by an in-depth investigation of belief determinants （BD） that are shaped by specific educational culture. Based on an investigation of language teacher beliefs, this paper is an annotation of language teacher beliefs in view of educational culture. By using both qualitative and quantitative methods of interviewing forefront teachers and making a literature review, it intends to reveal the dynamic nature of teacher beliefs as the teaching reality in view of the impact and significance of educational culture. It hammers home with the conclusion that the teachers-role-fulfillment in China is based on their real beliefs and loaded with cultural, social, and subject pressure; it is not a lincal impartment from theory to practice, from advocating to implementing, but a selective practice with teachers＇ active cognition and adaptation towards the local educational culture.

The Role of EFL/ESL Teachers＇ Idiosyncratic Knowledge Base in Their Professional Development in the Postmethod Premise

The present paper examines an EFL/ESL teacher＇s potential in generating and developing his/her own knowledge base and theories of teaching and learning independent of the knowledge base manufactured by the ＂experts＂ in those fields. It also makes an effort to pave the way for them to go beyond the edge and advance towards an innovation that deviates from simple, certain, controlled and established ways of teaching and conducting researches towards complex, uncertain and less-controlled ones. It scrutinizes how instead of simply testing, ＂idealizing and reifying＂ the traditional, already established literature, an EFL/ESL teacher takes it as a point of departure in order to develop their own framework based on their practical experiences. The readymade professional theories and pedagogies are mostly generalizations--sometimes overgeneralizations---of the patrons of certain ideology to privilege a certain political or cultural group to place it over others. This usually sets barrier to an individual teacher＇s professional development since they are often set back from ＂theorizing what they practice and practice what they theorize＂ denying his/her idiosyncratic knowledge base that is convincingly capable of helping him/her grow professionally. It also leads to denying the teachers＇ and learners＇ socio-politico-cultural faiths that mould up a person as a whole. However, this paper also recognizes the traditional knowledge base as the ground for individual teachers to leap offand advance towards innovation.

Teaching Hebrew Classics： Test Case— Agnon＇s Story ＂From a Foe to a Friend＂

Teaching literary classics has always been a burden for the teacher; since the language is archaic, and neither the themenor structure appeal to the students, because they are not trivial and do not deal with their immediate problems like puberty or relationships with parents. Nevertheless, it is essential that students will be exposed to the treasures of their culture. The author proposes that we introduce the classics through their literary adaptations into children＇s book, comics, and so on. Adaptation as well as translation involves interpretation. Therefore, through the adaptation, we show the students that classic texts are complicated and potent of many meanings. As an introduction to the works of S. Y. Agnon, the author chose his story ＂From a Foe to a Friend＂ （1992）. ＂From a Foe to a Friend＂ by S. Y. Agnon, is considered to be simple, na＇fve story, the plot is linear and accumulative, almost like a folktale or a children＇s story. And indeed, this story was published （2008） as a children＇s book with illustrations, and also as a comic book （2012）. The author will show how we can use these books, along with the folktale of＂The Three Little Pigs＂ （1890）, which the story＇s plot is based on, to prepare students to the challenge of Agnon＇s literary work. The conceptual framework of this paper is based on Polysystem Theory （Even-Zohar, 1990）, Translation Theory （Toury, 1995）, and adaptation as an interpretation （Shenberg, 1997, 1998）.

English Cultural Introduction Teaching from the Perspective of Applied Linguistics

In the process of learning a language, the language communication from the perspective of applied linguistics cannot exist without certain cultural tendency. Practice proves that an appropriate introduction of the background culture having a certain relationship with language environment can enrich the knowledge structure of students, and effectively remove the obstacles in the process of English language communication, so that the cognitive ability is improved. In this paper, applied linguistics as well as the concept of cultural introduction teaching theory is briefly elaborated, and the necessities of cultural introduction teaching and the signiflcances of English cultural introduction teaching are analyzed, and also some rules necessary to follow in the introduction teaching of English culture are introduced, and then the implementation strategies are discussed, so as to provide a reference for a large number of educational workers.

Investigation on Fuzzy in English Literature Teaching

This thesis studies the concept and research background of filzziness and fuzzy theory, then committing further enumeration and analysis of the application of fuzzy theory in the fields of linguistics and literature. On this basis, the effectiveness and rationalization of the fuzzy theory＇s application in the English literature teaching were confirmed from many aspects. Among them, it is mainly investigated and analyzed from the objective factors and subjective factors. Subjective aspects mainly contain students＇ different cognitive ability, and the diversity existed in teachers＇ teaching and guiding methods. Objective aspects mainly include that the literature language and literature thoughts itself have the unique ambiguity. Finally, in summing up the investigation results the author put forward the essence of English literature teaching activity and put forward the methods to improve English literature teaching.