An Empirical Study On Public English Level Teaching In Higher Vocational Colleges From The Perspective Of Individual Differences

The English level of the students who are non-English majors in higher vocational colleges vary greatly because of their individual differences, such as English foundation, ability and learning interest, etc. In the traditional class teaching, the teachers still set the same teaching goals, teach the same contents, use the same teaching methods, and even with the same evaluation standard without paying attention to the students’individual differences, which has seriously affected the students’individual development and the students’English learning effectiveness, resulting in the English learning polarization. In order to help all the students make progress, the teachers should respect the students’ individual differences, change the traditional class teaching and carry out "the English Level Teaching"The English Level Teaching has a broad theoretical basis. Based on the theories and researches at home and abroad, especially instructed by the Individual Difference Theory and Master Learning Theory, the study on the English Level Teaching experiment using the combination of quantitative and qualitative research methods lasted for half a year. In2013,300freshmen from two majors in Qingdao Binhai College were chosen as the research subjects. One was the experimental group, and the other was the control group. Questionnaire, interview, and test were used as research tools.It was not only found the effect of the English Level Teaching on students’English learning interest and English achievements, but also discovered that the English Level Teaching mode could narrow the gap of the learners and made all the students get good developments.