Many studies have shown that literature is indispensible for language learning, yet it is often left untouched by the mainstream language-teaching syllabus. As a result, language teachers often overlook the fact that literary texts cover a wide range of cultural information, as well as providing countless examples of the subtle language codes within the target language that can help students better apply their four language skills to daily communication. Literature is one of the main subjects that students are required to learn in Chinese-language teacher training courses, and amongst these literature-related courses, classical Chinese is often obligatory. But since literature is not a mandatory part of language teaching-and since students' appetite to learn classical Chinese is often diminished by the kind of pedagogy that prevails in middle schools-many language teachers and language students show a great reluctance to study classical Chinese literary texts.This paper focuses on native Chinese students who are training to become Chinese-language teachers. The aim of the paper is firstly to show the crucial role that literature plays in language teaching and learning. Building on this argument, the paper then discusses two key factors, cultural awareness and sensitivity, which help learners to apply a second/foreign language in efficient ways within a given context.Furthermore, I will give examples of strategies I have used to stimulate students' motivation and to help eliminate their prejudice towards classical Chinese texts. I will also demonstrate the method I have devised for teaching classical Chinese literature classes, which combines traditional methodology (lecturing) with modern teaching pedagogies. Finally, I will conclude by arguing that a mixture of new and old pedagogies can better maintain students' motivation and knowledge input, at the same time as enabling significant development in their cultural awareness and sensitivity.