中文摘要
班級經營向來被公認為能有效改善課室中教師需面對之學生英語程度差異問題的良方之一。為了瞭解此問題在現今英語課堂影響的比重，以及教師的因應之道，故設計了兩階段的研究：第一步(第一階段)為電話訪談八位新任台北國小英語教師，並檢視他們針對有效解決學生程度差異問題所使用的實際因應策略，與相關文獻所提供方法的相似及相異之處。第二步(第二階段)則是實地到訪台北市仁愛及新生國小，在徵得兩位校長及六位教師同意後，在教室後方以不干擾方式，使用數位攝影器材實地錄下英語教師課室上課情形並作出實地觀察訪視筆記 (observation field notes)。在實地參訪前，研究者先與指導教授研究設計了一份問卷，從教師觀點謄寫出教師訪談內容，以補足有限時間內觀察未及、與教師欲加註之處。

此研究目的在探討兩個研究主題：1. 學生英語程度差異問題對國小英語教師的影響程度比重，以及他們的應對之道(班級經營策略:classroom management strategies)；2. 既然班級經營是解決方式之一，有哪些分組方式 (groupings) 及課室活動 (activities) 可融合進國小英語課堂，而兩者在教師心中與實際課堂裡的互動又是如何？ 另外，一些參考策略、分組方式及活動也放在文中，以增進對學生英語程度差異課題的認知，並同時作為實地訪視的比較參考與證實。

結果顯示幾乎兩階段中所有的教師都認為學生英語程度差異問題造成或多或少、不同程度的教學阻礙，而每位教師也都有自己的解決方法，例如：選用不同程度的教材因材施教、使用合作學習的同儕教學、異質分組、或是互動的學習活動等。大致說來，第二階段的訪談內容及觀察報告顯示教師的觀念與實際並無明顯差距。

本研究彰顯了學生英語程度差異課題對現今許多英語課室的影響性，而老師們也提供了不少有用的班級經營策略、有效分組方式、及各式活動供其他教學者參考。故此研究實為未來針對學生程度差異的英語課室經營，奠定了初步的基礎。

ABSTRACT
Classroom management has been generally recognized to be one solution to the issue of students’ differentiated English proficiency level that teachers encounter in their classroom. To find out to what extent this issue affected present English teachers in elementary schools, as well as the solutions they came up with, a two-phased study was carried out. The first step (Phase 1) involved conducting phone interviews with eight new English teachers from different elementary schools in Taipei city, to check whether their practical solutions in reality conformed to the methods and techniques suggested in related review of literature on the topic of solving children’s individual English proficiency difference in an effective way. The second step (Phase 2) involved conducting the field study at Jen-Ai Primary School and Xin-Sheng Elementary School in Taipei, with the observer sitting in the back of the classroom videotaping three English teachers in class from each school with the principal and the teachers’ permission. A questionnaire was designed before the field observation to supplement what was missed during the observation by getting teachers’ perspectives, as well as to allow for other strategies that teachers wanted to add in addition to what could be observed in the limited observation periods.

This study aimed to examine two main research questions: 1. How do children’s individual proficiency difference issues weigh among the problems that English teachers of elementary schools confront, and how do the teachers deal with them (their classroom management strategies)? 2. Since classroom management is one way to address this problem, what are the groupings and activities that fit into an elementary English classroom setting, and how do they interact with each other, both in teachers’ consciousness and in the real classroom?

The results showed that almost all the teachers in both Phase 1 and Phase 2 admitted that the issue of students’ differentiated English proficiency level was quite perplexing to the teaching and learning process in their classroom settings only to different extents. Teachers handled the problem in different ways, e.g., leveled teaching materials, student tutor strategy, heterogeneous grouping, and interactive activities. Generally speaking, analysis and comparison of the interview data and the observation field notes showed no apparent discrepancy between teachers’ concept and reality in Phase 2.

This case study demonstrates the confounding existence of the issue of individual proficiency differences in many primary school English classes at present, while teachers provided quite a few useful classroom management strategies, effective groupings, and various activities for other instructors’ reference. Thus, the study set up a preliminary foundation for future research on English classroom management of multi-leveled classes.

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