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or sometimes less-capable teachers assigned to teach lower-ability students,the low expectations for student performance held by teachers，and the absence of strong behavioral peer role models in classes for low-ability students. Young adolescents,naturally inclined toward learning from their peers,need to be graded with individuals who are different from themselves.

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Abstract 7-8
摘要 9-11
List of Tables and Figures 11-12
Chapter One Introduction 12-16
    1.1 Research Background 12-14
    1.2 The Purpose and Significance of the Study 14-16
Chapter Two Literature Review 16-40
    2.1 Survey on Intra-class Implicit Graded Instruction Abroad 16-17
    2.2 Literature Contributions in China 17-21
    2.3 Theoretical Foundation of Intra-class Implicit Grade Instruction 21-35
        2.3.1 Theories from Applied Linguistics 21-30
        2.3.2 The Psychological Basis of Implicit Graded Instruction 30-35
    2.4 The Graded Instruction 35-36
        2.4.1 Definition of the Graded Instruction 35
        2.4.2 The Advantages and Disadvantages of Explicit Graded Instruction 35-36
    2.5 The Mode of Intra-class Implicit Graded Instruction 36-40
        2.5.1 Definition of Intra-class Graded Instruction 36-37
        2.5.2 Classification of Intra-class Implicit Graded Instruction 37-40
Chapter Three Experimental Study of Intra-class Implicit Graded Instruction 40-58
    3.1 Hypotheses: 40
    3.2 Subjects 40-41
    3.3 Instruments 41-44
    3.4 The Procedure of Experiment 44-58
        3.4.1 Grading of Students 45-46
        3.4.2 Making One-week Learning Plan 46
        3.4.3 Grading of Teaching Objectives 46-50
        3.4.4 Grading of Teaching Process 50-53
        3.4.5 Grading in Assessing Student Learning 53-58
Chapter Four Data Analysis 58-61
    4.1 Data Collection 58
4.2 Data Analysis 58-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。