Working with pupils who have diversepersonalities, aptitudes, interests, and learning requirements is known as mixed ability teaching. Even though most classes are multi-level, teaching such classes may be quite challenging and demanding for teachers, especially those with little or no experience, as it requires lesson planning that includes a wide diversity of tasks according to a range of learning styles and abilities. Language learning ability, language knowledge, cultural background, learning style, attitude toward language, mother tongue, intelligence, world knowledge, learning experience, knowledge of other languages, age, gender, personality, confidence, motivation, interests, and educational level are among the differences that lead to issues in these kinds of classes. These differences, meanwhile, could manifest to varying degrees throughout courses. Therefore, the instructor must recognize these issues and address them appropriately if they hope to guarantee that every student reaches their full potential
Working with pupils who have diversepersonalities, aptitudes, interests, and learning requirements is known as mixed ability teaching. Even though most classes are multi-level, teaching such classes may be quite challenging and demanding for teachers, especially those with little or no experience, as it requires lesson planning that includes a wide diversity of tasks according to a range of learning styles and abilities. Language learning ability, language knowledge, cultural background, learning style, attitude toward language, mother tongue, intelligence, world knowledge, learning experience, knowledge of other languages, age, gender, personality, confidence, motivation, interests, and educational level are among the differences that lead to issues in these kinds of classes. These differences, meanwhile, could manifest to varying degrees throughout courses. Therefore, the instructor must recognize these issues and address them appropriately if they hope to guarantee that every student reaches their full potential
| № | Muallifning F.I.Sh. | Lavozimi | Tashkilot nomi |
|---|---|---|---|
| 1 | Olimova M.. | teacher | University of Tashkent for Applied Sciences, |
| № | Havola nomi |
|---|---|
| 1 | [1]Lindstromberg, s. (2004). Towards better results with mixed proficiency classes: Use of flexible tasks. Humanising language teaching, 6(3);[2]Budden, j. (2008). Adapting materials for mixed ability classes. Retrieved from https://www.teachingenglish.org.uk/article/adapting-materials-mixed-ability-classes higley;[3]Barrantes, l. (2013). The mixed-proficiency language class: Consequences for students, professors and the institution. Letras,53, 111–135. [4]Al-shammakhi, f. & al-humaidi, s. (2015). Challenges facing efl teachers in mixed ability classes and strategies used to overcome them. World journal of english language, 5(3), 33–45.[5]http://www.etprofessional.com/articles/mixedability.pdf –01-11-2008[6]Penny, ur (1996) a course in language teaching: Theory and practice, cambridge university press[6][7] Prodromou, l. “the mixed-ability class and the bad language learner”. (1989) elt journal 27 / 4, pp. 2 –8; |