| Grouping instruction is not a novel topic in education. The ideas of"Education matches with differences of students"and"teaching varies with students"can be traced back to Confucian thoughts 2000 years ago. In the early 19th century, grouping instruction was initiated in the U.S.A. and many American schools still keep much of it. Grouping instruction aroused extensive attention in education around the world. Criticism seems fair that grouping instruction is performed by sacrificing the interests of lower achievers. The voice of opposition raises more concern to the advantaged groups in education.As a matter of fact, the studies on grouping instruction has changed a lot from the superficial problems of whether we group or not to how to group appropriately to meet the need of student individual development.In the thesis, the author analyzes current situations in China. First of all, in practical teaching, educators have to meet the whole class of various backgrounds, interests and learning styles. Secondly, since the reform of schooling, the differences among individuals have been further enlarged. Thirdly, our country is experiencing its eighth reform on curriculum; more attention is drawn to student-centered classes, constructive study as well as individualizing instructions. Therefore, how to meet their needs and carry out cooperative study so as to enhance the quality of education becomes the key to the reform.Considering all the above, a quasi-experimental research was carried out in Jinan Li Cheng No.2 Middle school from July 2005 to September 2006. Two classes are chosen as the subjects, Class 1, the control group taught in traditional instruction, Class 2, the contrast group taught in intra-class implicit grouping instruction. We try to find out whether implicit grouping instruction influence students'achievement and motivation and how it affects them so as to explore more efficient instruction.The thesis consists of seven parts including introduction and conclusion. A brief overview is given on instructional goals and the present situation in Chinese secondary schools in introduction. The significance and necessity of implicit grouping instruction is presented in this part as well.In Chapter One, an overview on the studies in western countries and in China is presented respectively. Intra-class implicit grouping instruction put forward for research is based on an overall analysis on studies of grouping instruction and current situations in China'education.In Chapter Two, intra-class implicit grouping instruction finds its theoretical support from Bruner's theory of categorization, Mastery learning, Vygotsky's social cognitive theory and humanistic education in Part 1. Classification of grouping instruction is summarized and the concept of implicit grouping instruction is defined in Part 2.In Chapter Three, a proposal is come up with that the implementation of implicit grouping English instruction in Chinese secondary schools, where different classroom instructional goals, designs, guidance and evaluations are grouped according to the abilities of students. An experimental study is designed on grouping instruction for English teaching in Chinese secondary schools, trying to find its merits and demerits on promoting students'achievement and their motivation.In Chapter Four, statistical analyses of pre-questionnaire, post-questionnaire, pretest scores and posttest scores were conducted by the Statistical Package for Social Science 13.0 for windows, finding out that intra-class implicit grouping instruction can enhance the subjects'motivation and achievement, especially the top achievers and the low achievers.In Chapter Five, we discuss the results from the experiment and obtain such implications helpful for English teaching in secondary schools as implicit grouping, combination between grouping and cooperation, priority of students'development, combination between classroom teaching and autonomous study.The conclusion summarizes the thesis and addresses its limitation and weakness.
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