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derachieversstayed still, or even decreased. Jeannic Oakes, an American scholar, summarized herexpectation for differentiating teaching, as well as verified the effect of differentiatingteaching. Through a series of researches, Oakes found out it was not good for promotingstudents’ potential ability of learning. It may be good for high achievers but dangerous forunderachievers. Likewise, for emotional development, high achievers were keen to study,while underachievers were isolated and exclusive. That was the reason why Oakes considereddifferentiating learning ineffective.Affected by the United States, many countries present the prosperity and diversity trendin the differentiating teaching. On the one hand, new countries join in the field ofdifferentiating teaching, for example, in 1978, syllabus of senior high school in Japan allowshigh school divide classes according to the degree of students’ learning level. On the otherhand, individualized differentiating teaching has a new development. For example, Germanyhas a new form of disciplinary differentiation. In addition, Froden Berger Model whichdifferentiate students based on different learning content and learning objectives appears. In1960s and 1970s, South Korea restarted the elective course system and made a progress onindividualized elective courses. Australia's secondary schools divide students in accordancewith their learning aptitude from the beginning of the eighth grade on mathematics and someother courses. In some schools, some high achievers are able to elect lectures for differentteachers. In short, in recent years, not only the forms of foreign differentiating teachingtend to be diverse, but also the theory and practice tend to be scientific.
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Chapter Three Theoretical Basis......13
3.1 Vygotsky’s Zone of Proximal Development (ZPD)...........13
3.2 Bloom’s Theory of Mastery Learning.....14
3.3 Krashen’s Theory of the Input Hypothesis.......15
Chapter Four Research Methodology.......18
4.1 Research Questions and Methods............18
4.2 Research Participants....19
4.3 Grouping Students in Differentiating Classrooms.... 19
4.4 GroupActivities in Differentiating ELT Classrooms.........23
4.5 Data Collection....28Chapter Five Results and Discussion........29
5.1 DataAnalysis.......29
5.2 Drawbacks in This Teaching Reform......34

Chapter FiveResults and Discussion

The teaching experiment was conducted by teacher A, which lasted from September,2016 to late December, 2016. Teacher Auses differentiated group activities in class two, whileusing traditional teaching in class five. On the basis of students’ score and their dailyperformance, teacher A divides class two into three levels. Level A consists of the highachievers, level B the developing achievers and level C the underachievers.

5.1 DataAnalysis

Classroom observation is the most effective way to see the change of students’behaviorsof classroom interaction and in group works, that is to say, whether implementing group workactivities will promote students’ interaction or not can be easily noticed. During theexperimental period, the author made close observation of students’ behaviors in classroominteraction and group work, including the interaction between the teacher and students andthat among the students.The characteristics of level A students: Level A studen本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。