Literature is considered as a complex field which makes it unapproachable to the EFL students who lack the sophisticated knowledge of the target language. Therefore, teaching literary texts in EFL classrooms is a challenging task. The challenges met in this case can be due to a variety of reasons. For example, the emblematic use of language in literary works differs from that of conventional standard language. In literature, lexicon and grammar are manipulated to have specific figurative features and to create particular effects. Linguistic limitations and the lack of analytical and critical thinking skills of the EFL student who are not equipped to overcome the complexity of understanding a text makes literature a controversial issue to tackle. Another reason is that students when reading literature find it difficult to get the text’s meanings that are totally different from the readers’ social context.
Therefore, literature should be given further attention since it can be used to broaden EFL learners’ understanding of other cultures, promote learners’ linguistic knowledge and generate an opportunity for personal expression. Carrying out an empirical investigation on teaching literature can be informative in this regard and it needs to consider the choice of literary texts, EFL learners and their cultural context, and the teacher.
Literature is one of the important components in the EFL curriculum at university. It is recently considered as an important tool to learn English. Teachers at university can use literature to create a number of activities that help their students to get an idea on how language works. Literary texts are regarded as a very useful authentic material. However, teaching literature in higher education is still a controversial issue that needs more investigation and research. Therefore, the present study has come to shed light on the effect of using new and innovative teaching literature at university on students' understanding and interpretation of literary texts.
This research work has aimed at investigating the impact of applying a stylistic approach to teaching literary analysis in the Department of English at University of Ouargla, taking second year students as a case study. The researcher has first started with making an interview session with teachers of literature at the same Department to get their views and their vision on both the status of literature teaching and their students' achievement in this course. The interview has revealed that teachers advocate the use of innovative approaches and ways and they like the idea of suggesting a stylistic approach since students need to make a balance between literary criticism and linguistics and need to have a clear overview on how different linguistic and grammatical structures are related to each other to convey literal and figurative meanings.
Thus, a questionnaire was conducted to get more insights from the Department's teachers of...