Abstract:

This paper focuses on four essential points to better plan the content and the criteria for the organization of the programs, their methodological approach, implementation and evaluation of knowledge, and, finally, the current and possible bibliographical contribution. It reviews and tries to situate ideas on the teaching of literature of New York at the university level of English as a foreign language and its impact on the development of reading skills as found in methodology, stylistics books, and a few articles. Then, the paper discusses the reasons for choosing the literature of New York in the first place and how reading skills are developed by using literature.

After that, the paper presents some methods and techniques for teaching literature to make the learning process more engaging and motivating for the students. Moreover, the integration of language, literature, and culture in Anglo-American studies and the ways of using the three genres of literature in language classrooms will be discussed.

The focus of the research is to find out the research questions by asking various students at different universities and to see if all the hypotheses are proven true. The proficiency test uses only one main instrument to conduct the research. It consisted of twelve questions. The first-year students mostly responded to the questions. However, some master students completed the questionnaires.

Finally, language teaching is emphasized, concluding that literature is one of the best sources for promoting language learning in English Foreign Language classes.

Keywords:

Teaching literature, language, teaching poetry, drama, and fiction.