| For English majors in EFL (English as a foreign language) situations,English literature reading course plays a very important part in improving learners' language proficiency, expanding their language awareness and cultural awareness,developing students' interpretative abilities and educating the whole person.It is indispensable in fostering excellent talents of the English language.Therefore,the teaching of English literature reading course has been valued by lots of scholars and educationalists at home and abroad.The researches that have been done mainly focus on two aspects: on one hand, many of them have presented from different perspectives scholars' opinions about the importance and significance of literature teaching;on the other hand, they have presented various teaching approaches for enhancing literature teaching.In addition to the above-mentioned researches,many other scholars,especially the scholars in China,have also discussed the problems in literature teaching such as inadequate qualified teachers,unreasonable curriculum arrangement and compilation of textbooks.The author holds that the problems such as inadequate qualified teachers,unreasonable curriculum arrangement and compilation of textbooks are all long-term projects involving lots of complex factors,thus,they will not be discussed in this thesis.Here in the present study,the author pays more attention to language learners' actual performances in learning English literature reading course,namely,whether learners participate in teaching activities actively in and out of literature classroom so as to construct new knowledge.According to the questionnaire survey and interview the author has conducted among English majors,they show interest in English literature reading course to different extent,but they are reluctant to make efforts and do not take part in teaching activities actively,and they say they can learn little from the course. Hence, based on the social constructivism theory,this thesis tries to find out how the teacher of literature can create social learning environments to facilitate learners' involvement in literature learning,and thus improving the effectiveness of literature teaching.The author proposes a hypothesis:through applying "text-based teacher-guided--student-oriented" teaching strategy in and out of literature class,the teacher can create appropriate social learning environments,which can greatly enhance learners' involvement in literature learning,facilitating the effectiveness of teaching English literature reading course.The above hypothesis has been verified through a twelve-week action research project to a significant extent.Having properly dealing with the three variables of literature teaching such as the text,the reader (learner) and the teacher himself/herself,the teacher has managed to create appropriate social learning environments and has enhanced learners' involvement in teaching activities. Moreover,in the multilateral communication,learners have learned much more.Despite the success of the research to some extent, some problems still need solving.Owing to the limited time and subjects of the research,it is still early for us to draw the conclusion that we should popularize this strategy in literature teaching. And due to learners' different language proficiency and abilities,how to organize the groups more reasonably still needs more discussion.Finally,though the change of limited time of literature reading course is a long-term project,we still hope it can be solved as soon as possible.Being aware of the above limitations, the author contends that more researches should be done on it to further prove its effectiveness in promoting the teaching of English literature reading course in a wider area.However,we are certain that this thesis is of significance in providing a new perspective to explore ways of teaching English literature reading course and hope that it can make a little contribution to English literature teaching.
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