Literature is seen as a resurce which provides linguistic opportunities by allowing valuable language learning exercises to stimulate learners personal

development through the encouragement of sensitivity, self-awareness and understanding of the world. The learners are given information and the history of the literature, traditions and conventions, heritage, nature of influences and the relationship between authors and context. On the other hand, literature within an academic ot institutionalised setting focuses on the acquisition of qualification in literary studies. Critical concepts, literary conventions and metalanguage are used instead in talking and writing about literature. R. Carter (1991) stresses that, One distinct advantage of such approach is that it fosters an understanding of literature as a body of texts view of literary texts as belonging to a background of specific historical, social and ideological context. There are three main models of teaching literature as pointed out by Carter. First, the cultural mode which enables the learners to understand and appreciate the different cultures and ideologies potrayed in the literary texts. Carter and Long (1991) point out that the cultural model contributes to the teaching of humanity in many parts of the world. Tradition of thought, feeling and artistic form are to be perceived by the learners. As there is not much individual works and the texts are the product from which students learn to acquire information, it is more a teacher-centred mode. Second, the language model which exposes the learners to the subtle and varied creative uses of the language. Carter states that the main point is to help the learners find ways into a text in a methodical way and for themselves. Since literature is made from language, it is thought that language-based approach is suitable as it pays attention to the way language is used. This can help the learners to interpret the relations between linguistic forms and literary meanings. However, Carter argues that by using literature as an instrument to teach specific vocabulary or structures, the learners will not have any pleasure in reading the literary text due to the use of mechanistic and demotivating teaching practises which focuses on language activities/ Third, the personal growth model which helps the learners to achieve an engagement with the reading of literary texts. It encourages the learners to enjoy and love literature beyond the classroom as mentioned by Carter. Personal growth is stimulated by understanding our society, culture and ourselves, the individual relationships with people and institutions. The appreciation and evaluation of the complex cultural artefacts also contribute to the personal growth of the learners. It is studentcentred as texts selected to stimulate the learners ro respond and participate imaginatively. The use of themes and topics to depict personal experience motivates the learners to read and helps them to evaluate and distinguish great literature from less successful examples.

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