摘要
Traditionally,literaryreadingisregardedasapracticalmeanstostimulatetheinterestofEFLstudentsintheirstudyofEnglishtoacceleratethedevelopmentoftheirL2acquisition;literaryworksareconsideredaprimeresourceoflinguisticinputtoheightenthequalityoflearners’targetlanguage.Yet,there-searchfindingsfromthisstudyindicatethatsuchlinguisticinputcannoteffectivelybenefittheEnglishmajorswhentheirL2isnotwelldevelopedtocopeefficaciouslywithsuchreaders.Inaddi-tion,researchfindingsalsoindicatethatmanyliterarywordsandphrasesrelatedtoanotherculturalandsocialbackgroundnotonlyintensifytheobstaclestopropercomprehensionbutalsolimitopportunityforpracticalapplicationofthissortoflinguis-ticinputinthesocialmilieuwherethelearnerslive.Therefore,howtocopewithliteraryworksinlanguagelearningandwhatsortoflinguisticinputthatcaneffectivelystimulatethedevelop-mentoflearners’L2acquisitionintheirownsocialenvironmentneedtobeexplored.
出版日期
2001年01月11日（中国期刊网平台首次上网日期，不代表论文的发表时间）
