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“Learning what is meaningful and relevant depends partly on what is taught and partly
on how it is taught.”
literature fails to achieve its goals, it is not merely the fault either of literature as a
subject or the weaknesses of the learners, but rather of approaches, methods and
strategies used by teachers and educators to handle the huge bulk of literature. Thus,
recommendation on the part of both researchers and teachers to make the process
One should not forget that if we are to establish relationships with literature, it is
through reading. Unfortunately, this skill has been and is still given rough handling by
Reading remains the only means and the most efficient skill to enhance the students’
there is a response, and even negative responses can create an interesting classroom
situation”
He found out that: reading instruction should not seek to control the reader’s
experience but to facilitate the reader’s own structuring of that experience. Hence, the
teacher would assume a role of an enabler for the transmission of knowledge. This
implies motivating students by selecting appealing works to which they can respond
emotionally and linguistically in order to render reading a literary text an enjoyable and
and the pedagogical value of developing the students’ critical abilities and awareness,
“ Thus, the course (of literature) becomes a simple transposition of the teacher’s
impressions and feelings to the learner towards a literary work, and not an intellectual
exercise for the latter who should seek and discover meaning by himself with the means
teaching strategies to address some inevitable problems in the teacher and students
relationship and
to fulfill the task of delivering the knowledge to the learners. This particular condition
manifests the
theory of teacher-behavior which proposes that interaction between the teacher and the
learners is
of importance to have a meaningful collaboration
lecture or lecture-discussion was the most likely used by the teachers while the
teachers’ FGD
results showed that they used most of the time dramatization or role playing and
lecture .
Carter and Long (1991) state there are three models of teaching literature: 1)
The Cultural Model which is a traditional approach of teaching literature where learners
need to discover and infer the social, political, literary and historical context of a specific
text. It reveals the universality of thoughts and ideas and learners are encouraged to
understand different cultures and ideologies in relation to their own. This model views
literature as a source of facts and it is teacher centered where the teacher passes
methodical way. This approach allows teachers to apply strategies used in language
writing, creative writing and role play to deconstruct literary texts in order to serve
specific linguistic goals. Savvidou (2004) asserts that students engage with the text
purely for linguistic practice and literature is used mechanistically to provide a series of
language activities. 3) The Personal Growth Model which is an approach that focus on
characteristics. It requires students to relate and respond to the themes and issues
Moody (1983) cited by Diana Hwang & Amin Embi (2007) explains that the
used when we come to actualities”. Based on the definitions above, it is clear that an
approach will influence teaching strategies. There are many approaches that can be
participate in learning using the approach and therefore it is more likely to cater for
intermediate and advance learners and not applicable for less proficient group.
Maley and Duff (1990) insist that the primary aim of this approach is “quite simply to
use literary texts as a resource for stimulating language activities”. With the use of
language-based approaches, the focus shifted to the learner, the reading process and
concerned with vocabulary development and comprehension in which the literary text is
used as a sample for grammar exercises and paraphrasing. Moreover, the teacher of
literature enjoys a place of a dominant know-all master who supplies ready made
interpretations and views usually taken from writers and critics about literary works In
order to reconsider the effective role of literature in TEFL classes, it is highly advisable
to develop an adequate pedagogy which will assume a place for the teacher to lead the
learners towards an independent ability to read and appreciate literary texts as well as
to enhance their language skills and cultural awareness about the target language.
syllabus is not a recent phenomenon. Supposedly, after ten years in the syllabus,
teachers should be able to teach literature effectively so that the objectives outlined by
the Curriculum Development Centre can be achieved. Yet, the incorporation of the
researchers, parents as well as the policy makers. This study allows one to see and
understand how the Literature Component in English is taught in rural schools. More
prominently, it reveals the fact that the teachers who are at the front line of teaching
face great difficulties in teaching literature to less proficient students. However, they
have to adapt all the approaches and strategies to suit the needs of this group of
students so that the aims and the objectives of the Literature Component in English will
be attended to and hence, successfully accomplished and not a mere futile exercise.