| Literature, which played an important role in language study when the classical or grammar-translation approach prevailed, has been neglected in ESL/EFL since the audio-lingual method gained dominance in second/foreign language instruction. Recently, the theoretical basis of the audio-lingual method has been criticized as new language learning and second language acquisition theories provide better understanding for language learning. Teachers and researchers place a renewed emphasis on the positive role of literature in developing language competence. However, the arguments in favor of literature are scattered and no coherent theory has been developed. No comprehensive research has been conducted on the proper role of literature in language instruction, on methods for integrating literature with the development of language skills, or on selecting appropriate materials and preparing teachers.;This study emphasizes the following: language learning and second language acquisition theories; the role of literature in language instruction; relationship of language, literature and culture; and developing a framework for integrating literature in ESL/EFL programs at the college level.;On the basis of the literature review, a comprehensive framework for integrating literature in language instruction for ESL/EFL at the college level is developed. In this framework, major contemporary language learning and second language acquisition theories are closely examined and links are established between them and the use of literature in ESL/EFL programs. Language learning goals, approaches to teaching, preparation of teachers, and criteria for selecting literature are presented. Then, a sample course syllabus is designed to provide detailed information about theoretical guidelines, course objectives, approaches to instruction, roles of teachers and students, excerpts of texts, and evaluation of students. This framework provides directions for the use of literature in English language instruction in non-native speaking environments. Its theoretical principles, directions and suggestions will be beneficial to curriculum planners, teachers and students, and textbook writers in the field of English as a second or foreign language. |
