USING DIFFERENTIATED LEARNING IN TEACHING VOCABULARY IN HETEROGENEOUS GROUPS IN EFL CLASSROOM

Abstract

This article is devoted to the study of the influence of differentiated learning in the study of vocabulary in EFL classes in heterogeneous groups. The relevance of this research is characterized by the need to solve many practical issues related to the effective teaching of foreign language vocabulary in heterogeneous groups with different styles and channels of perception. The purpose of this article is to identify the impact of differentiated teaching of foreign language vocabulary in heterogeneous groups among high school students. The present study applied methods of observation, testing, pedagogical experiment and differentiation. Twenty-six students of the  tenth grade participated in an experiment on teaching foreign vocabulary using differentiated learning in EFL classroom. The present study testing the effect of differentiated learning in teaching foreign vocabulary has gained the following results: firstly, differentiated learning develops the lexical competence of students; secondly, the learning outcomes of students improve; thirdly, the motivation of students to study foreign language vocabulary increases and the vocabulary increases. The object of this research is the process of differentiated vocabulary teaching in English lessons and the dynamics of the development of lexical competence of students. The subject of the study is the peculiarities of using a differentiated approach in teaching vocabulary to high school students. The results of the study can contribute to the implementation and application of differentiated learning in teaching vocabulary or other language skills in the field of linguodidactics and methods of teaching foreign languages.