This article draws upon the problematic relationship between teaching literature and communicative approach, specifically, between learning literature and developing communicative competence. From this tensional diagnosed condition, the following questions arise: Is it plausible teaching literature while developing communication skills; is it compatible with a communicative approach literature? These questions consider a premise: understanding literature as a domain with different characteristics. Then under test, from a literary and educational perspective, springs up the working hypothesis that it is possible to develop communicative competence without neglecting the specificity and potential of literature. Therefore, various texts are analyzed in relation to lexical-semantic, textual, discursive, socio-cognitive and cultural sub competencies. While the same work could be analyzed in terms of all these sub competencies, they are considered separately for the purposes of research. The analysis includes mainly narrative and some lyrical texts, regardless of age. This reveals that it is feasible to develop sub competencies at different educational levels, although adjusting the relevance of texts and didactic treatment. At the end, it is concluded that it is possible to combine communicative competence and literature considering the specific emphasis of the literary and didactic consequent derivations.
Teaching of literature; Communicative competence; Communicative approach