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This paper writes on the issue of literary work incorporation in foreign language learning. Due to the fact that the Common European Framework of Reference for Languages supports the methodology of language learning through “real-life situations”, the paper aims to support literary works as ones best reflecting real-life events. Bearing in mind the fact that literary inclusion in the foreign language classroom is not very common practice in general and in Kosovo in particular, through the descriptive practice, we hereby instigate the hypothesis that with the right choice of material which would fulfil certain criteria and teacher’s guidance with particular steps, the benefits would be in both productive and receptive skills in the target language. Following the firm grip on the chosen material regarding literary work, it equally discusses the interaction and activity patterns which would help both introvert and extrovert students in maintaining the course of the interaction in the literary work discussion, upholding the idea that literary works provoke debates. Not averting from mentioning the skeptical side for this type of material in language classrooms, we strived to prove the integrity of the complementary material in the language learning process.
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