Enhancing Students’ Communicative Competence through Foreign-Literature Instruction

Abstract

This article examines how integrating foreign literature into language instruction enhances students’ communicative competence. It synthesizes theory (communicative competence and comprehensible input), empirical classroom strategies, and practical activities that promote speaking, listening, reading and intercultural communication. Findings show that literature-based tasks — extensive reading, role-play, dramatization, dialogic response and reflective discussion — foster authentic language use, vocabulary growth and pragmatic awareness. Pedagogical implications and assessment approaches are proposed for teachers aiming to develop holistic communicative skills.

Keywords: foreign literature; communicative competence; task-based; dramatization; extensive reading; intercultural; vocabulary; speaking; pragmatic skills; assessment.