Literature and its genres have always been impressive in the process of teaching and learning alongside the natural function of literature and literary research. Although second or foreign language teaching has received great attention by applied linguists, recently there has been a growing concern for the development of literature teaching methods too. This paper basing its approach on posttest only control group design has dealt with the introduction of Carter and Long’s (1991) literature teaching approaches in a teacher training college in Iran to one hundred to-be-teacher students, aged between 18-24, divided into four experimental groups, to examine the effectiveness of these literature teaching approaches on the students’ performance on academic reading course test. The statistical analysis of the results revealed that the performance of the three experimental groups was significantly higher than the control group. The results further revealed that the performance of Personal Growth Model was significantly higher than the other two models. The difference between the performance of the Culture Model group with that of the Language Model was not that much significant. The incorporation of literature teaching approaches in the skill-based academic courses is highly suggested. Among the many approaches and models developed, the Personal Growth Model by Carter and Long (1991) which proved to be working well with the academic students and their performance on reading skill course and may work well with other language skills too is suggested for the deployment in the process of teaching elsewhere and with other learners.

中文翻译：

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文学阅读技术对学术阅读课程测试中学习者学习成绩的影响

文学及其流派在教学过程中一直令人印象深刻，同时文学和文学研究也具有自然功能。尽管第二语言或外语教学已受到应用语言学家的广泛关注，但近来也越来越关注文学教学方法的发展。本文基于仅事后测试对照组的设计方法，针对伊朗一所师范学院向卡特和朗（1991）的文学教学方法的介绍，介绍了一百名年龄在18至24岁之间的未来教师分为四个实验组，以研究这些文学教学方法对学生在学术阅读课程测试中的表现的有效性。结果的统计分析表明，三个实验组的表现均显着高于对照组。结果进一步表明，个人成长模型的绩效明显高于其他两个模型。文化模型组的性能与语言模型的性能之间的差异不是很大。强烈建议在基于技能的学术课程中纳入文献教学方法。在开发的众多方法和模型中，