Abstract
Given the fact that English literature syllabus has been currently missing from high school curriculums, and to help start off the process of syllabus designing, the present study has conducted an all-country survey with English teachers in order to identify the basic components of the syllabus such as aims, contents, approaches, activities, and assessment procedures. Using a quantitative research method this study employed a teacher questionnaire to identify the missing parts on the basis of teacher opinions. The findings demonstrated that the course of English literature will be more efficient if it adopts an approach that will target language development of students rather than the development of their literature knowledge. It is thus suggested that all components of the syllabus should be defined according to this main aim - language development of students. Keywords: English literature teaching, syllabus design, aims, contents, approaches, activities, assessment.
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