For the last two decades, teaching foreign languages through literature has been advocated as an effective method and trend. Literature also plays a vital role in the language curriculum and teaching. Many instructors believe in using literature as a remarkable strategy for teaching foreign languages effectively. However, many others argue why and how literature should be embodied in the language curriculum. Teachers' attitudes toward literature as a fundamental tool for teaching the four integrated language skills (listening, speaking, reading, and writing) are inconsistent. Therefore, the study aims to survey the perceptions and attitudes of Afghan foreign language teachers towards literature as a tool of teaching---whether they favor of using it. The study also explores the existing literature to find out the advantages of various genres of literature for language teaching. The primary data for this paper comes from a questionnaire-based survey of (N = 59) Afghan foreign language teachers from a select (20) public and private universities and teacher training colleges. The findings indicate that Afghan foreign language teachers hold an utterly positive attitude towards literature as a method of foreign language teaching. They indicated short stories, novels, and drama as the most frequently used literary genres in their classroom instruction.



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