Ming-Yueh Shen

National Formosa University, Taiwan



This present article examines the possibility of encouraging non-English majors to write by guiding them to read simplified1 versions of literary works and then to produce creative writing stimulated from reading the text. It also explores the effects of reading the literature on students' use of language and reflections of personal values. The method adopted in this study utilizes "categories for text analysis" suggested by Murdoch (1992), together with one-to-one conferences for comprehension problems and response sharing, guiding the subjects beginning literature-readers) to access a literary work. Data was collected from the students' written response entries, creative writing and interviews. Results show that learners' reactions to the use of literary text (simplified version) for language learning are positive. Evidence confirms that literature in EFL learning benefits learners not only in linguistic development (i.e. spurring their imaginative writing), but also in personal growth. It is worth a further study to investigate whether the other beginning readers, particularly, those with low motivation and low proficiency level, can be motivated by the literary texts and write as the three participants in the study did.








這篇文章探討了藉由閱讀簡化過的文學作品,來引導非英文主修科系的學生進行創意寫作之可能性。同時也探究了閱讀文學作品對學生文字使用上的影響及個人價值觀的反思。本篇的研究方法採用了Murdoch (1992)所設計的文本分析分類法,以及一對一的訪談,幫助學生解決理解上的困難、分享心得和引導他/她們分析文學作品。本研究的資料是從學生的文字回饋、創意寫作作品和訪談中得出。研究結果顯示,學生對於使用簡化過的文學作品進行語言學習持十分正向的態度。證據也肯定了一個事實,在EFL學習過程中,使用文學為課堂題材不但能幫助學生在語言本身進步(激發他/她們的想像力寫作),同時也有益於個人的心靈成長。未來的研究方向值得投注於其他的初級讀者,特別是那些缺乏動機且處於較低程度的學習者,檢視他/她們是否也能藉此方式提升學習興趣並寫出如同本研究中三位受試者同樣好的文章。