Journal of Language Teaching and Research, Vol 1, No 5 (2010), 636-639, Sep 2010

On Hourglass Model of Poetry Teaching in College English Class in China

Zeyuan Hu


Inspired by the Input and Affective Hypothesis by Krashen, Interaction hypothesis by Long and Comprehensible Output hypothesis by Swain and absorbing the quintessence of Littlewood’s teaching sequences principle and Adair-Hauck & Cumo-Johanssen’s “top-down” language instruction principle, the paper relates to the reality of college English teaching in China and presents a model of poetry teaching in CE classes. This model combines organically input and output, including receptive and productive phases, namely, activate, study practice, study focus, study focus, study practice, activate. During the whole process of teaching, the focus is gradually shifting from meaning to form, and then form to meaning. Interaction happens between the teacher and students, students and students. Activities include listening, speaking, reading, writing, translating and discussing are scientifically and systematically arranged and thus make the input and output well-connected and mutually promoting. The learning style may develop from teacher-guided learning to students’ autonomous learning.


college English teaching; poetry in English; teaching model; hourglass


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Journal of Language Teaching and Research (JLTR, ISSN 1798-4769)

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