中文摘要
本論文主旨在由分析比較高中新版英文教科書中的文學類選文來了解高中英文文學教學之現況. 研究工具除了研究者本身對三個現行版本: 遠東版, 龍騰版, 及三民謝版之文學選材做分析比較之外, 另加上對台灣北中南三區共11所高中之英文教師進行有關文學教學及其對所使用教科書中之文學選材看法之問卷調查. 在發出的120份問卷中, 共回收101份; 其中93位老師選擇以遠東版為其所熟悉之版本來回答問卷, 另外有7位選擇龍騰版回答, 僅1位選擇三民謝版. 在教材內容的分析上, 主要以三個版本在文學選文的比例, 課文呈現的方式, 讀前讀後活動之設計, 教師手冊中針對文學相關的補充資料等等方面作異同的比較.
本研究結果顯示, 九成以上的高中英文老師認同文學類選文在高中生學習英文的過程中扮演著重要的角色, 因此教科書中應有適當比例之文學類選文.
對於遠東版課本在文學選文的編排上, 最需加強的是讀前活動的設計; 龍騰版則需加強讀後活動及問題討論的設計; 三民謝版則因樣本數不足, 無法在此探討. 最後在改進高中英文文學方面, 多數老師均表示更多的訓練課程, 生動活潑的教案及教法交流是迫切需要的.

Abstract
This research aims to investigate the status quo of senior high school literature teaching by analyzing the literary texts in different new versions of English textbooks in Taiwan. Besides the content analysis that the researcher conducts on the three major sets of textbooks, including the Far-east, Lung-teng, and San-min Shieh, this research also uses questionnaires for senior high school teachers to survey the opinions they have concerning the value of literary texts and the arrangements of these texts in the in-use textbooks. Among the 120 questionnaires that distributed to teachers in northern, central, and southern Taiwan, 101 were returned. Among the returned questionnaires, 93 teachers chose the Far-east version as the one they are most familiar with and answered the related questions; Another 7 teachers chose the Lung-teng version as the basis for their responses; only one teacher chose the San-min Shieh version as her most familiar version. As for the content analysis, it is mainly conducted in terms of the percentages of literary texts in the three major versions, the way these texts are presented, the designs of the pre-reading as well as post-reading activities, and the supplementary materials in teachers’ manuals.
The result of this research shows that over 90 % of respondent teachers identify with the idea that literary texts play an important role in the English learning process of senior high school students, and thus there are supposed to be certain percentages of literary texts in their English textbooks. In terms of suggestions for improvement in the Far-east version, teachers feel it necessary to have better-designed pre-reading activities; while for the Lung-teng version, post-reading activities and discussion questions need more improvements than other aspects. As for the San-min Shieh version, the improvements are not discussed due to the inadequacy of questionnaire samples. Last but not the least, most teachers expect there will be more training courses, practicable lesson plans, and exchange of effective teaching approaches in the hope of improving literary teaching in senior high schools.

References:
英文部分:
Akyel, A. & Yalçin, E. (1990). Literature in the EFL class: a study of goal-achievement
incongruence. ELT Journal, 44(3), 174-180.
Alptekin, C. (1993). Target-language culture in EFL materials. ELT Journal, 47(2), 136-143.
Barker, M. E. (1985). Using children’s literature to teach ESL to young learners.
English Teaching Forum, 23(1), 24-28.
Bay-Peterson, O. (1990). On the language-literature rift and the case for using
literature in language classes. The seventh conference on English teaching and learning
in the Republic of China. (pp. 27-45). Taipei: The Crane Publishing Co. Ltd.
Buckley, E.M.(1987).Teaching a literature-centered English program. In The Third
Conference on English Teaching and Learning in the Republic of China. (pp.347-363).
Taipei: The Crane Publishing Company.
Cardone, E. (1991). A question-and –answer approach to a literary text.
English Teaching Forum, 29(3), 34.
Carter, R. A., & Long, M. N. (1991). Teaching Literature. New York: Longman.
Chen, Z. T. (2002). Textbook selection for senior high school students in greater
Taipei area. Unpublished master’s thesis, National Taiwan Normal University, Taipei.
Clandfield, L. (2003, July). Using literature in teaching English as a foreign/ second language.
[On-line] Available http://www.onestopenglish.com/news/magazine/archive/tefl_literature.htm
Collie, J & Slater, S. (1987). Literature in the language classroom: A resource book of ideas
and activities. Avon: Cambridge University Press.
Décuré, N. (1991). Rediscovering poems. English Teaching Forum, 29(3), 6-10.
Dennis, J. (1987). Experiences. Heinle & Heinle Publishers.
Duff, A., & Maley, A. (1990). Literature. Oxford: Oxford University Press.
Duran, A. (1993). Interactive approaches to teaching literature in Hong Kong. In Brumfit, C. & Benton, M. (Ed.). Teaching literature: A world perspective (pp.150-171). London: Modern English
Publications and the British Council.
Elliott, R. (1990). Encouraging reader-response to literature in ESL situations.
ELT-journal, 44(3), 191-198.
Frye, N. (1964). The educated imagination. Indiana: Indiana University Press.
Gajdusek, L. (1988). Toward wider use of literature in ESL: Why and how. TESOL Quarterly,
22 (2), 227-257.
Gerber, U. (1990). Literary role-play. ELT Journal, 44(3), 199-203.
Gower, R. (1986). Can stylistic analysis help the EFL learner to read literature? ELT Journal,
40(2), 125-130.
Hill, J. (1986). Using literature in language teaching. London: Macmillan Publishers Ltd.
Hirvela, A. & Boyle, J. (1988). Literature courses and student attitudes. ELT Journal, 42(4),
179-184.
Isenberg, N. (1990). Literary competence: the EFL reader and the role of the teacher. ELT Journal, 44(3), 181-190.
Kody, M.& Chiu, A. (1998). Language, literature, and learning in the ESL classroom.
[On-line] Available http://www.ncte.org/pdfs/members-only/ej/0882-nov98.
Kuo, C. H. (1997). Teaching Literature to Science Students. In Proceedings of the 6th
International Symposium on English Teaching (pp. 350-357). Taipei: The Crane Publishing Company.
Lazar, G. (1990). Using novels in the language-learning classroom. ELT Journal, 44(3), 204-213.
Lazar, G. (1993). Literature and language teaching: A guide for teachers and trainers.
Cambridge: Cambridge University Press.
Liao, M. L. (1998). American children’s literature: an alternative choice for EFL
instruction. In Proceedings of the 7th International Symposium on English Teaching (pp. 683-694).
Taipei: The Crane Publishing Company.
Maley, A.& Duff, A., (1989). The inward ear: poetry in the language classroom.
Cambridge: Cambridge University Press.
Marckwardt, A. H. (1978). The place of literature in the teaching of English as a second
or foreign language. Honolulu: University of Hawaii Press.
Marckwardt, A. H. (1981). What literature to teach: principles of selection and class treatment.
English Teaching Forum, 19(1), 2-7.
Marquardt, W. F. (1982). Literature and cross-cultural communication, the art of TESOL:
selected articles from the English forum. Washington D.C.: English Teaching Division,
International Communication Agency.
McConochie, J. & Sage, H. (1985). Since feeling is first: thoughts on sharing poetry
in the ESOL classroom. English Teaching Forum, 23(1), 2-5.
McKay, S. (1982). Literature in the ESL classroom. TESOL Quarterly, 16 (4), 529-536.
McRae, J. (1996). Representational language learning; from language awareness to
text awareness. In Carter, R. & McRae, J. (Ed), Language, literature, and the learner (pp.16-40).
New York: Addison Wesley Longman Limited.
McRae, J.& Pantaleoni, L. (1990). Chapter and verse. Oxford: Oxford University Press.
McRae, J. & Boardman, R. (1984). Reading between the lines. Cambridge: Cambridge
University Press.
Meloni, C. F. (1994). Reading for pleasure: Short novels in academic university ESL
programs. [On-line] Available http://www.ncju.edu/CILL/vol2/meloni.html.
Murdoch, G. S. (1992). The neglected text- a fresh look at teaching literature.
English Teaching Forum, 30(1), 2-5.
Povey, J. (1979) The teaching of literature in advanced ESL classes. In Celce-Murcia, M. &
McIntosh, L. (Ed), Teaching English as a second or foreign language (pp.162-186).
Rowley, MA: Newbury House Publishers, Inc.
Preston, W. (1982). Poetry ideas in teaching literature and writing to foreign students.
TESOL Quarterly, 16 (4), 489-502.
Prodromou, L. (1985). All coherence gone: literature and EFL. English Teaching Forum,
23(1), 15-20.
Rivas, R. M. M. (1999). Reading in recent ELT course books. ELT Journal 53(1), 12-21.
Ronnquvist, L. and Sell, R.D. (1994). Teenage Books for teenagers: reflection
on literature in language education. ELT journal 48(2), 125-132.
Sage, H. (1987). Incorporating literature in ESL instruction. London: Prentice-Hall.
Saitz, L. R. & Stieglitz B. F. (1993). Short takes in fiction. Addison-Wesley Publishing
Company.
Scott, C. T. (1965), Literature and ESL program. In H.B. Allen (Ed.). Teaching English as a
second language: A book of readings (pp.292-299). New York: McGraw Hill.
Short, M. (1996). Stylistics ‘upside down’: using stylistic analysis in the teaching of language
And literature. In Carter, R. & McRae, J. (Ed), Language, literature, and the learner (pp.41-64).
New York: Addison Wesley Longman Ltd.
Short, M. H., & Candlin, C. N. (1986). Teaching study skills for English literature. In C.J.
Brumfit, & R.A. Carter (Eds.), Literature and language teaching (pp. 89-109). New York: Oxford
University Press.
Spack, R. (1985). Literature, reading, writing, and ESL: Bridging the Gaps. TESOL Quarterly 19(4), 703-725.
Tomlinson, B. (1994). Openings: Language through literature: an activities book. London: Penguin.
Valdes, J.M. (1986). Culture in literature. In J..M. Valdes (Ed), Culture bound: Bridging the
culture gap in language teaching (pp.137-147). Cambridge: Cambridge University Press.
Widdowson, H.G. (1983). Talking shop: on literature and ELT. ELT Journal, 37(1), 30-35.
Widdowson, H.G. (1985). The teaching, learning, and study of literature. In Quirk, R. &
Widdowson, H.G. (Ed), English in the world: teaching and learning the language and
literatures (pp.180-194).
Widdowson, H.G. (1996). The untrodden ways. In Brumfit, C. J. & Carter, R. A. (Ed),
Literature and language teaching (pp.133-139). Oxford: Oxford University Press.
Xue, Y.B. (2001). Transaction-based senior high EFL literature instruction in Taiwan.
Unpublished master’s thesis, National Zhong-zheng University, Jia-yi.
Yang, L. C. (1999). Literature in the language classroom: Experience from using The Joy Luck
Club in the EFLclassroom. In The Proceedings of the Eighth International Symposium on English Teaching (pp.159-169). R.O.C.: English Teachers’ Association.
Zhuang, kun-liang. (1998). From the hazy fog to the shaking down of the dust of the snow: on
teaching English poetry. English Teaching, 22(3), 13-28.
Zhuang, kun-liang. (1998). Jigsaw for teaching English poetry: my heart leaps up.
English Teaching, 22(4), 5-18.
Zhuo, J. H. (2001). Contents and instruction of culture in new English textbooks for
senior high schools in Taiwan. Unpublished master’s thesis, Dan-jiang University, Taipei.
中文部分:
田維新, 林素娥 (1999) 高中英文一~六冊。台北: 龍騰文化事業公司。
施玉惠, 林茂松, Sarah Brooks。 (1999) 高中英文一~六冊。 台北: 遠東圖書公司。
孫嘉懿. (1991) 高中英文文學類教材及教法之探討。 第一屆英美文學與英語教學研會
論文集。 台北: 國立台灣師範大學。
陳靖奇 (1992) 文學與台灣地區的英文教學。中華民國第十屆英語文論文集。
文鶴出版有限公司。
張水木. (1997) 高中英詩教學因應之道。 第六屆中華民國英語文教學國際研討會論文集。台北: 文鶴出版有限公司。
張玉玲. (1996) 將青少年文學納入高中閱讀課程。台灣省高級中學教學輔導叢書: 英文科教學專輯(三) 。 台灣省政府教育廳。
張學美. (1996) 互動式教法解讀英詩---以葉慈的「因尼士扶律湖島」為例。 第五屆中華民國英語文教學國際研討會論文集。 台北: 文鶴出版有限公司。
謝國平. (1999) 高中英文一~六冊。 台北: 三民書局。