| This research aims to explore English home work designs, which is beneficial tostudents’ English studying achievement in Grade Two in Junior Middle School, and tooffer an effective leveled English homework for Junior Middle school, makeassignments an important activity on students’ autonomous learning and cooperativelearning, building a road cultivating good habit of learning and improving theirEnglish studying interests and self-study ability. The research was made under theguidance of several related theories, i.e. theories of multiple intelligences, zone ofproximal development and mastery learning. This research has adopted an empiricalapproach. It was done through an experiment in two classes selected from a juniormiddle school. During the implementation process, the author first collected data fromthe students’ self assessment on English learning through a questionnaire survey in thetwo classes before and after the experiment.Then the participant students in theexperimental and control classes were divided into three levels: high, medium andlow groups with labels of A, B and C respectively according to their learning abilitiesand Englishlevels. The homework was designed in different way and requirement forthe students in the two different classes: the tailored homework for different level orgroup of the students in the experimental class versus the unified homework for all thestudents in the control class.According to the survey on the students attitudes towards English, most of thestudents from experimental class increased their English interest, those students havemore active action to their English studies now, while the students in the control classdidn’thave obvious change on English, they still see English as a boring class. Thereason that the students in the experimental class gradually like doing Englishhomework is that tailored homework is fit for their ability, so they can finish thehomework easily.The students in the experimental class were very interested in tailored Englishhomework, and most of them are willing to finish their homework now. Compared to the formal traditional homework, they like tailored homework better. Thestudents from group A of the experimental class think tailored homework can leavethem much space for studying, so that they can learn more on their own. The studentsfrom group B of experimental class hold that tailored homework can enhance theirbasic skills, still it can help them to catch up with the students in group A. Thestudents from group C of experimental class stated that they could finish their Englishhome work now, and they are more interested in English learning. And all of thestudents can finish their homework now.The findings of this study are made as follows:Tailored homework is helpful for English teaching goals. First of all, through theexam analysis, it shows that students from experimental class can well master thewords and grammatical point, they can get good scores, the goal for knowledge iswell achieved. Secondly, the students from experimental class can get good scores inlistening, speaking and writing part, and theirlistening, speaking and writing abilitiesare greatly improved. Thirdly, students from experimental class have a more activeattitude towards English homework now; they are willing to finish the tailored homework independently without being forced to do it. One of the research findings showsthat students in experimental class have an obvious changed attitude towards learningEnglish. It is concluded that tailored homework is more effective than homework in aunified way for junior middle school students. |
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