My plans for my paper
Baeyoung Moon Oct.3
It is indeed hard to teach and learn a second language in EFL environment. In particular the difficulties that teachers in schools are faced with are of various kinds and numerous according to the number of students, difference of scores, students' personality, personal environment, and school environment and so on.
The level-differentiated classes have been taken effect since last year in middle schools. Some statistics related to the results of this enforcement has often been announcing so far. When it comes to improvement of education, it is true that a few cases give a skeptical response. In my case I have also experienced that students in a low leveled class had different problems about the class that they had never done. Reality is that the students who are not motivated to learn a second language have to gather in a classroom without meeting any upper leveled students'
better answers and good examples which students might learn from.
To the teachers, it is true that motivating them to learn a second language is very tough. And students in a low leveled class which is one of levels (advanced, intermediate, low leveled) have new difficult environment to learn a second language. That's why it is needed to study and research this situation. I intend to search for the specific ways and pedagogical philosophy in order to help and motivate students under the above environment to improve their language skills and get more interests.
very good topic and one of continual debate in education. In America we use the term "tracking" for such skill level grouping--although it often comes based on test scores like the dreaded IQ test.
답글삭제so you might use "tracking in EFL/ESL" as a keyword.
the solution that you propose is called "Differentiated Instruction" where different levels of students are in the same class, but they are doing slightly more difficult and slightly more simple exercises.
good luck,
eric