DOI: 10.36347/sjahss.2018.v06i11.016

Pages: 2149-2155

There has always been a sense of rivalry and at the time of animosity between literary pursuits and the study of language in linguistics today. Literature in English has been taught as an academic subject for almost a century at tertiary level in Bangladesh whereas, the study of language in linguistics as an academic subject has been introduced only a few decades ago. But since then these two branches are recognized to be sites of contestation and taught almost in isolation, without trying to set any kind of relation between them. The traditional study of literature in Bangladesh involves an approach to texts as aesthetically patterned artifacts with critical appreciation of the texts which in turns draws on historical, socio-cultural or biographical information about texts. This teacher centered approach to literature teaching for students is that they rely on teachers or books of literary criticism which serves the instrumental purpose of passing the exams. Such methods of teaching literature would probably be opposed any notion that literature and language study might be integrated. The goal of this study is to illustrate and analyze present perspective of teaching of literature in EFL classroom at tertiary level and construct pedagogy of studying teaching/learning language and literature where both disciplines interact and help to define each other’s relevance.