Being aware of the importance of the English language as the most widely used language of communication in any field, the interest in its learning is not a surprising fact. Hereof, we will discuss the challenges in the English language, respectively foreign learning through literary works, the influence of literary work in language learning, as well as suitability of language knowledge level for inclusion of literary works. Literary works make teachers hesitant in their use in language learning due to the divergence from the traditional pattern of language learning and conventionally structured coursebooks which offer a linear system of learning despite the fact that language learning is non-linear in its nature. The paper simultaneously writes on the importance and influence of the general knowledge and the level of language comprehension in the process of reading a literary material, where it finds the deriving of the connotative and denotative meaning of the literary text depending on these elements. Likewise, it treats the universality of the theme as the element which can include the learner in analogues situations hence leads to an easier connection to the text and cognitive processing of the story, and ultimately the target language.
Keywords: language, literary works, coursebook, traditionality, possibility