This study aimed at investigating the approaches used
by English teachers in teaching the literature components in English for
Palestine, in addition to investigating the effect of gender,
qualification, experience and specialization on their use of these
approaches. To answer the questions of the study, a 33-item
questionnaire was used to measure the perceptions of 52 teachers who
teach English in Qalqiliah secondary schools in the first semester of
the academic year 2012/2013. The results revealed that the teachers tend
to use more than one approach and that not all approaches are used at
the same degree or level since teachers' use of approaches ranged from
moderate to high levels in the literature lessons. Furthermore, the
results revealed that the information- based approach was the most
favored approach in the literature class while the stylistic approach
scored the lowest level of use. Moreover, the study showed no
statistically significant differences for the total degree, nor for any
of the domains with the exception of the Personal-Response approach due
to gender, specialization and experience. On the other hand, there were
statistically significant differences on the total degree of approaches
employed by teachers due to qualification