IntroductionA common experience in education is lack of synthetic view upon data - not only among students but also teachers. Obviously, students are taught to a certain extent to recognise and understand dependencies, interrelations within single fields of study, and they encounter methods of both distinction between analysis and synthesis but they are hardly ever capable of carrying out similar activities on their own, not to mention their serious scarcities in recognising and interpreting connections among different fields of study such as geography and literature, or physics and biology.Contemporary approaches to foreign language teaching often stress importance of using literature in language classroom as it provides a wide range of topics for students. Graded readers are becoming extremely popular with those preparing for state and international language examinations, but also with learners out of institutional framework - even these works are regarded as authentic. Although graded readers are undoubtedly useful for this type of approach, they are limited to a finite number of lexical items and a definite level of grammar, and as such, they are capable of transmitting a small number of cultural characteristics.J. Thompson defines culture as the pattern of meanings embodied in symbolic forms, including actions, utterances and meaningful objects of various kinds, by virtue of which individuals communicate with one another and share their experiences, conceptions and beliefs. (Thompson 1990:132) His definition includes significant constituents: pattern, which is syntax in a broad sense, meanings, which are studied in semantics, whereas symbolic forms are signs, use of which - communication - is dealt with by pragmatics; his definition is, therefore, another semiotic definition of culture, a little more detailed, thus applicable to education. According to his point of view, we can assume that authenticity of literary pieces in English refers to true reflection of Anglophone pattern of meanings. By 'Anglophone' is meant a multicultural, multinational and multilingual vortex, as English language is incessantly pushing its boundaries outwards by taking in new grammatical and lexical elements, thus broadening its register and improving its grammatical flexibility or tolerance in order to meet needs of various cultures employing it as a lingua franca. Its permanent relationship with other languages offers a great variety of unfamiliar items, with unusual characteristics that are welcomed or refused by English language, depending on its relative acceptability on receiving side.As for case of language teaching and learning, broadening set of devices employed by a language means immeasurable challenge for both teachers and learners, therefore, it is a must to consider observation of Claire Kramsch thatnative speakers of a language speak not only with their own individual voices, but through them speak also established knowledge of their native community and society, stock of metaphors this community lives by, and categories they use to represent their experience.(Kramsch 1993:43)Non-native speakers, learners of foreign languages usually do not share above elements, simply because underlying patterns of their mother tongue, even among members of one language family, differ from those in target language, and so structuring of information and art of expression have very little in common, and acquisition of this kind of linguistic experience requires incredible effort. Obviously, task of meeting needs and expectations of target language community is always very difficult, and for this reason, use of literature in language classroom proves to be a considerable contribution to intercultural education.Foreign language learning is always a process of getting to know another experience of existence, meeting another culture, people, and standards, norms and values of living. …