Literary work is worthy, effective and authentic reading resources since it provides a variety of styles, register, and difficulty level in terms of linguistic aspects. Also, it enables readers to give multiple interpretation to the same literary work according to their experiences and emotion. As a result, it can make a real communicative classroom possible by using opinion gap activity or sharing what students infer from the work, etc. Since literary work deals with basic and universal human affairs, readers can give their own meaning to the work based on their own experiences. Therefore, it can serve to cultivate higher-order thinking skills such as the ability to think creatively and critically. However, teaching literature in our English classroom is still adopting an old-fashioned method focusing on bottom-up skills including translating sentences into L1, explaining about grammar, memorizing vocabulary, etc. In order to suggest an effective teaching method of literature, this study first examines 3 basic models for teaching of literature in a foreign language classroom. Then criteria for selecting literary texts and a model for teaching literature based on Harper(1988) and Shrum & Glisan(1994) are presented. The model consists of 4 sub-phases involving preinterpretation, interpretation, synthesis, and postinterpretation. In the model, the students take a more active role in reading of literature rather than simply responding to the text. The future direction for teaching literary work will need to focus on broadening and deepening the students' linguistic, emotional and cognitive domain and world knowledge by helping them interpret the work creatively, meaningfully, and critically.