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u Zhihua, 1994). ”English leveled teaching attachingimportance to the differences of individuals during the teaching process embodies the fairnessof the teaching activities and teaching evaluation.
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Chapter II Literature Review

2.1 Study on leveled teaching abroad
Leveled teaching means the teacher divides the students into different levels accordingto their basic English level, English learning ability and their development potential. Toimprove their English learning effect, teachers adapt teaching methods specifically in theteaching process. As a result, the students’ English level can be improved correspondingly.In foreign countries, Leveled teaching first appeared in the United States(Ban Ke, 1977) ,the first leveled teaching was done by W.T.Harris in St. Louis. There are a lot of researcheson leveled teaching from the year 1960. Many sorts of forms of leveled teaching appeared：the United States, Japan, France, Germany show the prosperity and the diverse situation inthe practice of leveled teaching, such as in the United States, leveled teaching is carried outwith "discipline leveled" and "grading system" ; In Germany, the new development ofdiscipline leveled model appeared, such as the "FEGA" model, "FD" model. " FEGA"model holds the idea that the learning materials are divided into two parts: basic teachingmaterials and supplementary materials. Basic program and expansion program are setcorrespondingly; “FD" model is a kind of " flexible model" which is based on learningsituation; Leveled teaching in Japan is decided entirely by students according to their ownacademic basis(Yu Lixin, 2003).
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2.2 Study on leveled teaching in China
Leveled teaching has a long history in China. The famous thinker, educator Confuciusput forward the theory “teaching students according to their aptitude” based on theconcluding of the former researches. Teaching students according to their aptitude holds theidea that different students should be taught in different ways. It neither overstates the gapbetween them nor ignores their common education needs. Teach according to the students’real situation. In the nineteen eighties in China, some general education schools in big citiessuch as Shanghai, Beijing first carried out systematic research on leveled teaching and gainedthe success of the reform experiment, Guo Hongyan from Jinzhou、Li Xiangdong from Shanxi Province, Liang Yueqiu from Shenyang and so on have gained achievements in theleveled teaching research. At that time , leveled teaching insists on dividing the students intoA, B, C three levels; Determining the different teaching goals according to student'sknowledge foundation and ability level; All students can obtain the development, the studentsof the lowest level also reached the teaching requirements through the teaching reform. No.8Middle School in Fuzhou carried out leveled teaching in English class in 1993, whichimproved the students’ English scores greatly.
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Chapter III Theoretical Framework......11
3.1 Teaching students in accordance with their aptitude....11
3.2 Learning Motivation Theory....12
3.3 Constructivist Theory ......14
Chapter IV Research Design....16
4.1 Research Hypotheses....16
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