台灣高等教育設置主修日文的日本語文學系的大學當中，針對上級程度學習者開設「日本名著選讀」「日本近代文學」等文學相關課程。此課程若為必修時，則班級中約60名學習者於同一班級中學習。所謂閱讀，本來意指藉由讀者與作品相互作用，進而創造出意思的極為個人化活動。將如此個人化活動放置於大班教學中，要如何提升閱讀學習成效則是一大課題。因此，本研究藉由實踐同儕閱讀此種新型態閱讀指導方式，企圖解決此問題的同時，亦嘗試將同儕閱讀於閱讀指導中之學習效果及效用加以明確化。結果可知，藉由共有閱讀過程及相互作用，確認了資源擴大、深化理解，於情感面上之益處。再者，有「思考啟發」、「解決問題」、「提升能力」、「建構人際關係」的學習效果。特別是比較兩次同儕閱讀活動的前後，更可以明確得知同儕閱讀於文學閱讀中的效用。

The current study took place in the literature courses ”Selected Japanese Literary Works” and ”Japanese Literature in the Early Modern Period,” both of which are required courses offered by the Department of Japanese in an institution of higher education in Taiwan. Each course was attended by around 60 advanced learners of the Japanese language.Here, reading is defined as a highly personal process in which the reader interacts with the text and creates meaning from it. Once this process occurs in a large class, enhancing reading efficiency becomes a major task. Hence, the current study seeks to tackle this task by putting into practice the novel reading instruction method of peer learning, as well as to elicit the use and effects of such a method in the given setting.In the results of the study, the method is found to ”inspire thinking,” ”facilitate problem solving,” ”enhancing competences” and ”help construct interpersonal network.” Advantages of peer reading in literary reading may be clearly identified if one compares pre-instruction with post-instruction results.