PROBLEMS OF TEACHING LITERATURE IN SENIOR SECONDARY SCHOOL
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF STUDY
English is a universal language; the language of communication across countries in the international world of trade, business, communication, air transportation and technology (Keshta, 2000). In the age of globalization and internet, people live in a small village in which they have no choices but dealing with English Language as the main means of communication (Abu Qulbein, 2004). English is considered one of the major subjects in the Arab world in general and in Nigeria in particular. In Nigeria, English is used as a foreign Language next to Arabic, and therefore, it has become one of the obligatory subjects in the Nigerian school curriculum.
Being an integral part of the English curriculum in the Nigerian schools, literature should be given appropriate attention so that the overall aim of teaching English can be achieved. Learning English literature by Nigerian students may not be an easy task because literature is culturally, linguistically, and socially alienated from those students. It has become the teachers’ responsibility to exert more efforts to make learning literature an easier and more enjoyable and profitable experience in Nigerian students. In their attempts to do so, teachers should recognize the new concepts towards teaching literature as there is a mixture of different attitudes and beliefs in this field.
Based on literature discussions, the students could develop insightful responses concerning literal comprehension, personal connections, cross-cultural themes, interpretation, and evaluation of the text. Literature can also act as a powerful change agent by developing students’ intercultural awareness. Theoretically speaking, literature can play a useful part in developing general language skills because the basic goal of teaching literature is to facilitate the learning of language and communication skills.
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