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English Literature Reading as Literature

This article aims to point out that English Literature Reading, which was adopted by the 2015 Revised National Curriculum, deviates from the essence of literature education and thereby to suggest the alternative teaching-learning-evaluation model of English Literature Reading. Reading literature is an aesthetic journey to the fictional narrative world written in the defamiliarized rhetorics, during which readers can broaden their understanding of human beings and the world they are surrounded with through casting a critical light on them. This proposal is drawn from Rosenblatt’s “aesthetic reading,” Jonathan Culler’s “the nature of literature,” and the concept of critical literacy. Second, since the current objective of English Literature Reading proved inconsistent with the concept of reading literature, literary competence is proposed as a new objective. In this context, the five sub-components of literary competence (interpretative, empathic, inter-textual, aesthetic, creative) are proposed.