On Hourglass Model of Poetry Teaching in College English Class in China
Journal of Language Teaching and Research
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
... tive 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. Index Terms-college English teaching, poetry in English, teaching model, hourglass Zeyuan Hu was born in Duchang, Jiujiang City, Jiangxi Province, China in 1977. He received his B/A and M/A in English Language and Literature from Central South University, China, in 1999 and 2002. He is currently a lecturer in the college of foreign languages in Zhejiang Gongshang University, Hangzhou, Zhejiang Province, China. His research interests include English Language Teaching as a foreign language and English poetry.