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Bridging Cultural Gaps: Literary Analysis and FL Teaching



Author(s)

ZHANG Zhanjun

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DOI:10.17265/2328-2177/2025.09.002

Beijing International Studies University, Beijing, China

This paper examines the integral relationship between literature, language, and culture in foreign language (FL) education. It argues that literary texts serve as vital pedagogical tools, offering authentic linguistic models and deep cultural insights that transcend conventional language instruction. By analyzing linguistic artistry and cultural mirroring in literature—from classical works to contemporary narratives—the study demonstrates how literature enhances intercultural competence, pragmatic awareness, and critical thinking. The discussion highlights strategic approaches for integrating literature into FL curricula, including culturally relevant text selection, activity-driven pedagogy (e.g., creative reconstructions, role-playing), and collaborative learning frameworks. Ultimately, the research advocates for literature as an epistemic medium in language teaching, bridging the gap between linguistic proficiency and sociocultural fluency. Future directions explore digital adaptations to further enrich literary engagement in diverse learning contexts.

language, culture, literature teaching, practical innovation ability