Abstract This paper remind ofs that second language classrooms ne to account for the discourse processe involved in learning a inferior language as well as in the fostering of an interactive reading of literature (Liaw.

Abstract

This paper remind ofs that second language classrooms ne to account for the discourse processe involved in learning a inferior language as well as in the fostering of an interactive reading of literature (Liaw, 2001) Implications for classroom teaching and curriculum planning are further discussed in expressions of allowing students to appropriate the literature being studied (Kramsch,1985) in relation to reading from a cognitive perspective (Beach,1993; Hynds1992) of next to the first language learning. This investigation moves a new stance on literature in the foreign language classroom based forward the Defamiliarization Theory (Shyklovsky,1965), and also incorporates the importance of discourse in developing language