Research on Differentiated Homework Design for Junior High English Listening and Speaking under the “Double Reduction” Policy

Abstract

Against the background of the “Double Reduction” policy, compulsory education homework is required to reduce burden while improving quality. Current homework design for junior high school English listening and speaking lessons is homogeneous, monotonous and poorly differentiated, failing to meet individual differences. Supported by the Input Hypothesis (i+1) and Multiple Intelligences Theory, this study adopts questionnaire surveys, classroom observations and case analyses with 96 eighth-grade students from two classes as subjects. It constructs a closed-loop path for differentiated homework design: “stratification criteria-task differentiation-implementation procedures-multiple assessment-dynamic adjustment”. A three-level homework case is designed based on Unit 4 of the textbook for Grade 8 Volume 2. Practice proves that this path significantly improves completion rate and satisfaction, and promotes targeted development of listening and speaking abilities. This study fills the research gap of specialized differentiated homework for English listening and speaking courses and provides operational schemes for teachers.