Postmodern intertextuality: Teachers' perceptions about the challenges and implications for EFL learners in literary texts analysis

The purpose of this study was to understand postmodern Intertextual perceptions college-level teachers, the contribution Intertextuality in comprehending a literary piece work, and certain challenges facing Saudi EFL learners meaning construction during reading process examined research. subjects were five professional teachers from two different colleges who interviewed time framework. researcher analyzed teachers’ personal experiences, explanations about intertextuality, its intricacies learners’ comprehension emerged as dominant themes. findings show that semi-structured interviews, their meanings, contents indicated cultural background, lack intertextual awareness, stereotype approach, knowledge can provide impediments textual analysis interpretation. Further research is needed explore more avenues areas look into viewing intertextuality deeper perspectives.
 Keywords: Canterbury tales; English teachers; intertextuality; pastiche; postmodernism