Abstract
This article deals with the challenges English language teachers regularly face when working with so-called mixed-ability classes. The analysis of the main strategies presented by leading local and foreign scientists concerning the problem of teaching to different-level students in technical higher educational establishments is carried out. The article focuses on the importance of the problem mentioned as well as probable reasons of the prevalence of the problem. Taking into consideration the deficiency of system development of methods and approaches to teaching English in mixed-ability classes, the following scientific research is focused on scrutinising all sorts of possible solutions of the problem arising from the necessity to teach English in mixed-ability groups. The attempt to investigate strategies and methods that can be successfully applied in the process of English language teaching in mixed-ability groups was undertaken. The role of peer tutoring as one of the feasible solution of the problem is examined. The vital importance of facilitating favourable friendly atmosphere in the mixed-ability class is highlighted. The necessity to develop assignments of different levels of complexity presenting challenge for advanced students and not frustrating and demotivating the average ones is mentioned. Students’ psychological problems arising in the process of learning a foreign language in different-level groups, particularly, in the process of improving communication skills, are considered. The article is of great help to all foreign language teachers interested in effective implementation of modern techniques and approaches that can have a positive impact on the teaching process in mixed-ability classes.
Highlights
There is no need to say that at present multilingualism is an integral part of European community and the necessity to master several foreign languages underlies economic factors, and overall political and cultural development of the individual
It should be stressed that the problem of different levels of language skills and abilities to progress in acquiring foreign language knowledge among students of mixed-ability groups by no means isn't to be ignored by English language teachers
Our observations have proved that the main factor affecting the participation in speaking activity within a given communicative situation is neither the absence of the necessary basic knowledge on the subject, nor a lack of a wish to carry on a conversation on a given topic, because of insufficient understanding of the subject, but the presence of psychological barrier not allowing to overcome different types of fears, e.g. the fear of making a mistake, the fear of a new activity in the presence of an audience and unwillingness to be subjected to critical evaluation by the teacher or other students
Summary
This article deals with the challenges English language teachers regularly face when working with so-called mixed-ability classes. Taking into consideration the deficiency of system development of methods and approaches to teaching English in mixed-ability classes, the following scientific research is focused on scrutinising all sorts of possible solutions of the problem arising from the necessity to teach English in mixed-ability groups. The attempt to investigate strategies and methods that can be successfully applied in the process of English language teaching in mixed-ability groups was undertaken. The necessity to develop assignments of different levels of complexity presenting challenge for advanced students and not frustrating and demotivating the average ones is mentioned. The article is of great help to all foreign language teachers interested in effective implementation of modern techniques and approaches that can have a positive impact on the teaching process in mixed-ability classes
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