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An Experimental Study of the Stratification of English Assignments in a Rural High School: A Literature Review Cao Wen Hua M.A. Candidate of 2012, Foreign Language College of ZNU 1. Introduction As an important means, the teaching process of homework designing is very important. The traditional homework does not pay much attention to students’ differences. We might choose one or two English exercise books for all of our students, asking them to finish no matter whether the students’ English is good or poor. This traditional English homework does not meet students’ different needs. Students with different levels in English are asked to finish the same English homework, which causes different serious results: There is not enough for those whose English achievements are good; The low-achievers can not finish their English homework at all. Our school is a rural high school. Most students fail to meet the requirements specified in the National English Curriculum Standards. Some students just copy English homework with each other. Those whose English are very poor always copy English homework from those who are good at English. Then they will lose interest in learning English. They cannot finish any English homework whatever measures the English teachers take. This is a big problem. It is known that many domestic and foreign educators have been doing research on full-stratified English teaching. But up till now, the studies on in-class stratification of teaching are not so many, compared with other kinds of stratification. The studies on stratified assignments are even less. Considering all the above, in order to improve the students’ efficiency of English learning on the basis of developing their interest in English, the author made a 4-month experimental study in Grade Two in a rural senior high school, by stratifying the students’ English assignments. We try to find out whether stratifying English assignments influences students’ English achievements and interest in l