What is the role of literature study in EFL education? How can the study of literature make its maximum contribution within the total field of EFL education? These are the two major questions which this paper attempts to answer. The urge that prompted this study comes from the author's deep concern with the study of English at advanced levels in foreign language institutes in China. Research and study of the students and other circumstances at these language institutes show that it is possible as well as desirable for advanced students there to take up the study of literature. Literature study was the only approach to language teaching before the 1940's. In the modern approaches to language teaching, attention has been given to the study of language itself, and the study of literature has been quietly pushed into the shade. It is the author's belief that, as H.L.B. Moody puts it: 'the pendulum has perhaps swung too far from one extreme to the other' After much research and study about the value of literature in language classrooms, the author intends to show in this paper that the study of literature in language classrooms can be expected to: a) improve students' general linguistic ability; b) provide an insight into the culture associated with the target language; c) through reading, develop students' comprehension and ability to read between the lines . Parallel with these points, this paper is also intended to establish a theoretical basis for three aspects of the study of literature in EFL: Literature as language; (see: Chapter Three) Literature as experience; (see: Chapter Four) Literature as art. (see: Chapter Five). In Chapter Six of this paper, tentative suggestions are given concerning the problems of selecting appropriate materials for advanced foreign Language learners, and how literature study can be carried out both in and outside classrooms. The limitations of the study of literature in certain circumstances arc also considered in Chapter Six. It is hoped that this paper will serve as a basis for further study and research.

The major concern of the Field Study is the teaching of composition, with particular reference to Chinese foreign language institutes. Robert B. Kaplan (1966), having analyzed the rhetorical behaviours of several linguistic groups, claims that different cultures develop different rhetorical conventions, which influence the non-English native speaker's way of writing in English. Recent years have witnessed many developments in language teaching as a result of research done in sociolinguistics, yet the implication of Kaplan's finding for EFL teaching is still unexplored. This paper thus intends to examine this issue of "cultural differences in the nature of rhetoric" by comparing the Chinese linguistic system with the English linguistic system in terms of rhetorical organization in exposition. The following aspects are to be discussed. In the first place, an introduction delineates the need for this Study, its aims, scope and sources of data. After the Introduction, there is a brief review of the EFL composition teaching in China and the influence of overseas composition teaching in foreign language institutes in China today. An attempt is then made to study Kaplan's theory by exploring both Chinese and English rhetorical patterns; and devices. The emphasis of this chapter is on a comparison and contrast of expository modes and strategies in the two rhetorics. Having studied rhetorical principles in a broad sense, the report narrows its focus to the differences in their use of English rhetorical devices between Australian English native speakers and foreign language learners from China; the material studied is a selection of compositions produced by Chinese students and rewritten by Australian students. The final section contributes practical suggestions for EFL composition teaching in foreign language institutes in China.

Whether or not the mother tongue is to be used in the language classroom has long been a subject of heated argument among language teachers in China. The great success of the communicative approach in second language teaching seems to have strengthened some peoples' belief that the mother tongue should be completely avoided in language teaching. It is, therefore, of great importance in China, and perhaps of interest to foreign language teachers in other countries as well, to analyse the situations of foreign language teaching and learning, including the difference between second language and foreign language teaching, in order to see whether controlled use of the mother tongue can in fact make teaching and learning effective and efficient. Chapter 1 reviews the major language teaching methods and approaches now in use within and outside China. These methods and approaches are categorized in accordance with the ways of the learning they represent, and the advantages and problems of these methods and approaches are analysed. The differences between foreign language learning and second language learning are examined in Chapter 2. Since foreign language learners have different aims and objectives, a different environment and possibly different motives, their ways of learning are bound to be affected. Theories of language learning compound and co-ordinate bilingualism, independent and interdependent bilinguals, acquisition and learning, are also discussed in relation to the influence of these theories on language teaching as well as the reasons why people use the mother tongue in foreign language teaching. However, it is the teacher's responsibility to select the appropriate techniques for presenting and practising the target language. In the case of foreign language learning the use of the mother tongue is not only possible but can be effective and efficient. Chapter 3 focuses on the foreign language teaching situation in China. It includes a description of and comments on the changes in methods in the last 50 years as well as some important arguments in academic circles associated with the issue of the use of the mother tongue in foreign language teaching. Chapter 4 describes the author's investigation in the form of questionnaires sent to foreign language teachers and observations of foreign language classrooms. Answers to the questionnaires appear to confirm the existence of the problems in the use of the mother tongue. Analysis of the observations reveals possible solutions to the problems. Practical suggestions about the actual use of the mother tongue in the foreign language teaching are offered in Chapter 5. For teaching, it seems possible to use the mother tongue to teach/explain : 1) new concepts; 2) abstract ideas; 3) different points; 4) target language grammar; 5) translation skills; and 6) target language culture. Mother tongue is also very helpful for teachers in their compiling of teaching materials. On the other hand, students can use mother tongue in their learning; it helps them practise as well as gather historical and cultural background information.