Literature is a popular technique for teaching basic language skills, (reading, writing, listening, and speaking) and language areas, (vocabulary, grammar, and pronunciation) in our times. Literature enables students to acquire a native-like competence in English, express their thoughts in good English, get familiar with the highlights of modern English, figure out how the English semantic framework is utilized for communication, perceive how informal articulations are utilized, speak plainly, correctly and compactly, and turn out to be progressively capable in English, as well as become creative, and coherent students.
Literature is utilized in English language instructing to broaden the students horizons by giving them the knowledge of classical literature; to enhance their general social and cultural awareness; to invigorate students’ inventive and abstract creative ability and to build up their energy about literature; to acquaint students with perfect works of art of British and American literature as an educative affair, and to add to students knowledge of the world at large. Artistic writings give us much stylish, scholarly and passionate joy in that the author regularly looks to express his or her vision of human experience through innovative, emotive utilization of language and this thus gives much stimulus and inspiration to the understudies to get familiar with the language itself.
English education in India has to a great extent relied upon the teaching of literature. It is just in the ongoing years that there has been a move of accentuation from teaching literature to language. By and large, while English language showing received an auxiliary methodology, Literature was taught as a different subject. In any case, current methodologies have attempted to rethink the estimation of writing and have started to maintain its value once more. Moreover, literature and the teaching of language skills benefits from different genres of literature (poetry, short fiction, drama and novel) to language teaching, whereas, some problems encountered by language teachers within the area of teaching English through literature; lack of preparation in the area of literature teaching in TESL / TEFL programs, absence of clear-cut objectives defining the role of literature in ESL / EFL; language teachers’ not having the background and training in literature, lack of pedagogically-designed appropriate materials that can be used by language teachers in a classroom context.
Literature gives students a wide scope for individual lexical or syntactic things. Students get comfortable with numerous highlights of the written language, reading a considerable and contextualized assortment of content. They find out about the punctuation and talk elements of sentences, the assortment of conceivable structures, and the distinctive methods for interfacing thoughts, which create and enhance their own composition aptitudes. Understudies additionally turned out to be progressively beneficial and gutsy when they start to see the wealth and assorted variety of the dialect they are attempting to learn and start to make utilization of a portion of that potential themselves. In this way, they enhance their informative and social skill in the true lavishness, instinctive nature of the real messages.
Thus, the role of English language through literature gives a rich etymological contribution, not withstanding compelling upgrades for students to communicate in different dialects. Along these lines, literature can be a potential wellspring of student inspiration. Literature gives chances to multi-sensorial classroom experiences and can appeal to students with various learning styles.