人们经常将语言教学与文学教学看作是相互独立的,而且即使采用了交际法教授语言,文学也还是常常运用传统的方法进行教学。然而,以任务为基础的文学教学方式已露端倪。但是许多文学课程都沿袭传统作法;一旦情况如此,人们就常常觉得历史背景是让人头痛的东西,学生不得不学好这些背景知识以通过考试。我认为无论文学还是历史背景知识都可采用交际法进行教学;交际语言练习在文学课上是有着重要地位的。如果一种教学方式要包融以上观点,它必须建立在交际语言活动基础上,而交际语言活动又要靠小组活动来进行。如果学生总是成对地或在小组内活动,他们就会有更多的机会讲英语,就会变得更 People often regard language teaching and literary teaching as independent of each other, and even with the communicative approach of teaching languages, literature often uses traditional methods of teaching. However, mission-based literature teaching has been revealed. However, many literary courses follow the traditional approach; once this is the case, people often feel that the historical context is a headache and that students have to learn the background to pass the exam. I think that no matter what literature or historical background knowledge can be adopted communicative approach to teaching; communicative language practice in literature class has an important position. If a teaching method should include the above viewpoints, it must be based on communicative language activities, while communicative language activities depend on group activities. If students are always active in pairs or in groups, they have more chances to speak English and become more