Teachers who teach Faulkner and who are contemplating teaching his fiction advise us such teaching guides as “A Reader's Guide to William Faulkner” (1964), “Reading Faulkner's Best Short Stories” (1999), “The Cambridge Companion to William Faulkner” (1995), “Approaches to Teaching Faulkner's The Sound and the Fury” (1996), “A William Faulkner Encyclopedia” (1999), and “Teaching Faulkner” (2001) [11].

The methods of teaching literature in today's high school and the issues which are at the center of that teaching have changed since the death of Faulkner in 1962. Teachers are examining new and exciting ways to engage students in the study of a complicated writer such as Faulkner. These guides are written in a clear, accessible, and scholarly style by some of the most important critics of Faulkner today. They enable teachers to better understand the complexities of Faulkner's writing style, his realistic subject matter, and his perception of the decline of the Old South and the rise of the New.

CONCLUSION

The research conducted leads us to the following conclusions:

1. There is a close connection between the life and creative activities of William Faulkner. Throughout his entire life the famous American writer devoted a great deal of time to literature. Moreover, writing became Faulkner's greatest passion, beside which nothing else mattered. Almost all the events of his life were reflected in his writings. There are some defined moments which influenced him deeply and were reflected in his works. When a young man Faulkner demonstrated artistic talent, writing poetry. His earliest literary efforts were romantic, conscientiously modeled on English poets such as Burns, Thomson, Housman, and Swinburne, his first daughter's death, the Nobel Prize etc.

2. During our research we singled out the main features of parables:

ь The parable allows deep communication between the narrator and the reader. It begins “benignly”, disarming readers, drawing them in, and encouraging them to compare the story to their own experiences. The readers identify with a certain character and encounter dilemmas that call for choices. At this point the readers move more deeply into self examination.

ь The parable involves indirect communication that provokes self discovery. Whereas direct communication creates observers and listeners, indirect communication creates participants and action.

ь Experiences with indirect communication cultivate the capability for developing the self. Rather than a change in information there is a change in consciousness.

ь The situations described in the parable can be applied in real life.

ь An action has a parable character only when it is said in it: act like this.

The research proved the existence of the parable thinking in Faulkner's novel A Fable:

· The absence of the story-teller, Faulkner's narrative and ethical position, his point of view concerning all the events which occur in the novel. Faulkner only represents the events and the feelings of the heroes without giving any comments from his side, so the reader has to build the conclusions, associative comparisons and guesses himself independently.

· A Fable is a fable without a strict moral - it is more descriptive than prescriptive. It is essentially a description of two opposing sets of moralities shown in their complex interactions both ideally and historically.

· The main hero of the novel the Corporal is put in a scale, valid situation of an ethical choice which has basic, major importance. This situation is also one of organic laws of a parable.

· All the events in the novel occur in the limited place of the imaginary reality which serves as a laboratory platform on which the plot of the novel develops.

· All the events in the novel are shown through a prism of perception of the world by the main hero. So everything which doesn't enter in his field of view and consciousness is entirely absent in the novel.

· The source of the novel is the story about Christ. The plot of the novel revolves around a reincarnation of Christ during the First World War.

· In the novel there constantly can be seen a difficult struggle between an angel and a devil, light and darkness, beauty and ugliness, good and bad, passion and indifference, cleanliness and sinfulness of a person.

Thus, we considered Faulkner's life and its connection with his creative activities, highlighted the main features of parable, its peculiarities and the differences between parable and novel, singled out the parable thinking in “A Fable”.

Our research contributed to more profound understanding of the novel that firstly was even rejected as art. It's impossible not to see vast scope, its wide compass in the process of their analysis. And in spite of this disregard the novel became an integral part of the World literature of the XX century.

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