A Study Of Teachers’ Interlanguage In Teaching Literary Texts

Interlanguage, a very important kind of Chinese teaching language, is not only significant to the extent to which the curriculum objectives can be transformed to classroom teaching objectives, but also related to the depth of the communication between students and the texts. However, at present there is still no research specializing in the interlanguage in Chinese teaching. Therefore, the present study takes the interlanguage in Chinese teaching as the research subject. Through the analysis of the definition, features, functions, and formation of interlanguage in teaching texts, the author puts forward some strategies for optimizing the form of interlanguage based on students’requirements. The present study adopts qualitative research instruments, including the class teaching records of the author herself and some famous teachers as well as interview. Then, the author makes a corresponding theoretical analysis and explores relevant theories and cases with the combination of induction and analysis, so as to make the present study scientific in theory and operable in practice.The difficulty of the present study is the formation of interlanguage in teachers’ teaching of literary texts, which is analyzed from the following three aspects:firstly, the author theoretically probes into the language formational mechanism and describes the process of the formation of interlanguage; secondly, the author tries to explore how teachers’individual reading is related to interlanguage, through presenting the literature views and ways of reading related to teachers’interpretation of texts and investigating which part of the result in that process can turn into the material of interlanguage; thirdly, the author analyzes the relationship between teachers’interlanguage and different aspects, including the guided reading system in teaching materials, teaching reference books, scholars’monographs, periodicals, social curriculum resources and other relevant factors, trying to explore the reason why these factors can become the materials of interlanguage and which of them can be chosen as interlanguage as well as the most suitable way of showing these materials. The results indicate that the content and materials of interlanguage include the following parts:teachers’personalized interpretation of the texts, the unique values of the literary texts, the teaching objectives revealed in the guided reading system in teaching materials and teaching reference books, those parts which fill in the text blanks and elaborate the content in teaching reference books and scholars’ monographs, the frontier or students’interpretation in periodicals, and some out-of-school curriculum resources. The process of exploring how interlanguage is formed is, as a matter of fact, the proposal of strategies for enriching the content of interlanguage.The focus of the present study is to design strategies for optimizing the form of interlanguage. First, combining theory and practice, the study divides expression paradigms of interlanguage into explanatory, descriptive, and commentary paradigm. The range of application and the verbal process of each kind of paradigm are also explained. Then, based on students’requirements, from the dimension of knowledge and attitude, process approach, emotional attitude and values, and through the analysis of the teaching records, the author provides front-line teachers with the following suggestions for reference:we can organize the new curriculum knowledge deprived from the explanatory interlanguage by fanning out from a point to an area; also, we can make interlanguage more expressive through an artful collocation of grammar, semantics and style in pragmatics; moreover, it is effective to adopt some optimization strategies to enable interlanguage to skillfully express teachers’emotions and attitudes, such as using the subjective words in pragmatics, objectifying the abstract emotions, and utilizing the free indirect discourse in literary theory.