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Nowadays in most of the educational systems all over the world many curriculum designers as well as administrators in the ministry of education of different countries recommended a very well-known approach of language teaching and learning namely Communicative Language Teaching (CLT) in the English classes. In such a circumstance that CLT has been widely adopted by textbook designers and material writers all over the world, especially in ESL countries, different researches which have been conducted in the ESL/EFL countries shows that still in many cases teachers and students have different challenges and problems in order to apply CLT in their schools. In this study researchers attempted to investigate how CLT understood and implemented in Malaysian secondary schools from the students' point of view. In order to get a clear picture of students' understanding, perceptions and the way that they incorporate CLT in the secondary schools a semi-structured interview was conducted among 30 ESL Malaysian students in Malaysian secondary schools. Results of the study showed different contextual and cultural problems regarding implementation of CLT from the students' viewpoint. There were some mismatches between what is going on in Malaysian secondary schools English classes and what has been assigned to do by the curriculum of the ministry of education of this country. At the end of the study some pedagogical implications have been proposed by the researchers which can help decision makers in the language teaching and learning of this country.

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The paper reviews the role of teaching second language (SL) by using Communicative Approach. The main purpose of this paper is to analyze the importance of using literature and Communicative Approach for teaching and learning SL. The review of previous literature indicates that teachers normally prefer to teach L2 through Grammar Translation Method (GTM), which requires little efforts and few resources to teach [1]. Many studies have found that GTM is not an effective method of teaching SL. In order to critically understand at a deeper level the role of literature and Communicative Approach in teaching SL, this paper explores thoroughly the existing literature and analyzes various works done on the importance of using Literature and Communicative Approach to teach SL. The current study found that teaching of SL through literature and Communicative Approach is more effective than through GTM. It is, therefore, recommended on the basis of this paper that teachers of L2 should adopt Communicative Approach and literature for teaching second language.

Poetry provides the reader with a sense of pleasure, it brightens senses, connects us with ourselves and other people, and makes us think synthetically because of the concise language that is used in making it, such a language makes poetry to convey a lot in a short form. That is the reason that reading and understanding poetry is more difficult than reading and understanding any other literary genres as the words in poetry have both denotative and connotative meanings. These words are informative as well as expressive to convey the poet's tone and attitude. Reading poetry helps discover profound truths that we do not realize we knew. It is not only a means for expression, but also a way of knowing and viewing matters through a new perspective. That is why poetry readers become skilful in language usage. The language skills that poetry readers gain helps not only in literature reading but also in life. The English reading instruction in most EFL countries is based on the traditional approach. English is a very influential subjects at school time at all levels. However, in many EFL countries, the orientation still tends to be towards not developed methods such as grammar translation and audiolingual. There is not much exposure to English out of the class for EFL students as Eslami-Rasekh and Valizadeh (2004) explain and that rare English programs are on social media in EFL countries but recently several factors like advancements in technology and the interest in private language classes affected people to learn English language (Ebrahimi, 2016; Ebrahimi and Jiar 2018b). In EFL countries, English teachers use reading strategies which usually include decoding of words with great emphasis on "correct" reading, and vocabulary definitions. The texts include a collection of passages from various authors and poets. Teachers emphasize on correct reading and use one of the students for demonstration. After such a long and tedious procedure, there are some comprehension questions that are answered by few students and are finalized by the teacher's 'correct' response. Although the main interest in this study is on poetries, reading of literary texts are discussed at some points of the work. Therefore, literary criticism of poetry might not always be the central point of the present study, but the main concern is the reading strategies of such pieces of aesthetic art.