臺灣博碩士論文加值系統

本論文主張內容本位教學法能讓文學教學在中學階段更加普及。文學的優點已廣被認同，但是由於文學教學常著重在文本分析及內容解釋，因此在中學階段是很不受歡迎的。換言之，除非教導文學的方法能有所改變，否則文學教學是很難在大學教育前普及的。
依據內容本位教學法的原則，內容的學習必須與語言的學習結合。本論文將探討如何利用內容本位教學法來教導文學，並探討此一教學方式是否能讓中學生更能接受文學教學。為了要瞭解教學的結果，我進行一項教學實驗並以莎士比亞的「凱撒大帝」一劇中布魯特斯及安東尼的演講作教材。在實驗中，我利用問卷探討學生對透過內容本位教學法學習文學的想法，更進一步探討學生是否在實驗後對演說的相關知識有進一步的瞭解。
本論文分五大章進行。序論簡述研究動機及研究問題。第一章探討布魯特斯及安東尼在劇中的政治智慧。藉由該主題的探討，我們可以瞭解此兩篇演說的前因後果，而對整個劇本的情節有進一步的瞭解。第二章討論演說的內容—也就是實驗的教材—尤其著重在布魯特斯及安東尼演說成敗的原因。第三章討論用內容本位教學來教導文學作品的原因及方法，並設計20個活動來呈現如何結合文學與語言的學習。第四章是記錄本實驗的完整教學過程。第五章則透過前後測問卷的比較來探討學生學習的成效，並進一步討論改善的方法。

This thesis proposes that applying content-based instruction to literary instruction can make the use of literary materials more feasible at the pre-university stage EFL classroom. Although the advantages of learning literature have been forcibly argued by scholars, the teaching of literature is still not practiced because of a variety of reasons. Focus on textual analysis and interpretation is probably not the only one. The way of using literary materials should be changed so that the young learners can appreciate the values of literature in the EFL classroom.
According to one of the principles of CBI, literary instruction can be integrated with language learning. Thus, this thesis explores how to teach literature with CBI and studies some impacts of the integration. To understand the effect, I conducted a teaching experiment in which Brutus’s and Antony’s speeches extracted from Shakespeare’s Julius Caesar were used as materials, and pre- and post-instructional questionnaires were used to study the learners’ responses to learning literature with CBI.
This thesis has five chapters. Introduction gives the motivation and research questions. In Chapter One, I probe into the political wisdom embedded in this play for the purpose of understanding the context of Brutus’s and Antony’s speeches, i.e. the teaching material of the experiment. Chapter Two focuses on the two speeches and further investigates the reason for Brutus’s failure and Antony’s success in their speeches. Chapter Three discusses why and how to teach literary text with CBI. To show the integration of the literary text and the four skills, twenty CBI activities are designed in the second part of this chapter. Chapter Four gives the teaching procedure in retrospect. Chapter Five discusses the results of the teaching experiment and gives suggestions to further study.

Introduction
Chapter One: Context-Real and Unreal Politics
Chapter Two: Brutus's and Antony's Speeches
Chapter Three: Literary Text in a Content-Based Language Classroom
Chapter Four: The Teaching Procedure
Chapter Five:Results and Discussion
Conclusion

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