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This study aimed at investigating the effect of using a literature –based syllabus for teaching English language skills on the achievement of eighth grade students in the Private Directorate of Education in Amman for the academic year 2003-2004 . This study attempted to answer the following questions :- 1-Is there statistically significant effect on the achievement of students that is attributed to using a literature -based syllabus in teaching English language skills? 2- Is there statistically significant effect on the achievement of students that is attributed to gender( male / female )? 3-Is there statistically significant effect on the achievement of students that is attributed to the interaction of gender and using a literature-based syllabus in teaching English language skills? The sample of the study consisted of 100 eighth grade students (25 girls and 25 boys from the Islamic College School and 25 girls and 25 boys from Ridwan School ). A literature-based program of two poems and two short stories was built by the researcher for the experimental group consisting of thirty one lessons and covering two months. The tools of the study were as follows: (1) An achievement English language pre and post test to measure the effect of the program. (2) A structured interview for the teachers involved in implementing the program consisting of eleven questions. This interview was meant to help the researcher know the nature of the program and to what extent it is suitable for interaction and instruction. (3) Another structured interview consisting of eleven questions for the female and male students involved. This interview was meant to help the researcher know students’ opinions and attitudes towards the program. (4) The researcher did an individual observation to make sure the program was suitable for covering the English language skills in an integrative way through criteria designed by the researcher for this purpose. Test validity and reliability were confirmed for all the instruments of the study. Statistical treatment including means, standard deviations, univariate analysis of covariance were used. This treatment revealed statistically significant effect at (α = 0.05) on the achievement of the subjects due to the program suggested, gender, and the interaction between the program and gender. Based on these findings, the researcher recommended that curricula designers and experts should adopt literature-based syllabuses or include literature in syllabuses and that teachers who are supposed to teach literature should be exposed to intensive training sessions.
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