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1、AstudyonthemotivationofEnglishmajorsintheirliteraturecourselearningChapter1IntroductionAristotleoncedefined“literature”as“abranchofartwhichimitatesnature”(1997:63),whichmeansliteratureisthebasicrepresentativeofhumanemotions,feelings,actions,andthoughts.AccordingtoCarterandLong(1991:3),itispossi
2、bletoclassifythesignificanceoflearningliteratureintothreegroupsnamely“linguistic”,“cultural”,and“individual”ones.Linguistically,literatureiscreatedfrombasicmaterialsoflinguisticstudy(Chapman1973:44),soitcanbeusedasaperfectmeanstoexemplifystructuresandvocabularyforEFL.Intermsofculture,literarywo
3、rksarereferredtoas“aresponsetothebackgroundinwhichitisactualized”andsaidtobe“identicalwithcivilization”(WellekandWarren1956:20).Forindividuals,Griffith(1987:1)believesthatteachingliterature“enlargestheuseofstudents’imaginationandimprovestheircreativity”.Inshort,literaturebearsgreatsignificancei
4、nitself.ManyprofessorsofEFLattachconsiderableimportancetotheteachingofEnglishliterature.YinQiping’s(YinandChen2002)viewsinthisrespectcanbeusedtosupportourargument.Heagreesthatliteraturehasacrucialroletoplayincultivatingstudentstobemoreimaginativeandcreative,andthat“…anEnglishprogramthatdoesnotl
5、ooktothepastworksofliteratureinparticular,deprivesourstudentsoftheopportunitytoparticipateintheongoing,cross-culturalandlife-enrichingdialoguebetweenpastandpresent”(p.320).Fromtheseremarkswecanconcludethatliteraturecoursesareindispensableforforeignlanguagelearners.However,thepastfewyearshavewit
6、nessedadifficulttimeformanyteachersofEnglishliteratureinChineseuniversities.YinQipingobservesthatthe“pragmatictrend”placesever-increasingpressureonbothliteratureteachersandEnglishmajors,asemployersoftengivepreferencetothosewhohavetaken“pragmaticcourses”,namely“EnglishforSpecificPurpose”(ESP)cou
7、rsessuchasForeignTradeEnglish,EnglishforScienceandTechnology(YinandChen2002:320).Asaresult,theattitudeofdenialortheneglectofthevalueofliteratureprevailsamongEnglishmajors.SurveysshowthatmoreandmoreEnglishmajorsbegintothinkEnglish2
