Abstract
In China, for a long time, English teaching always focus on teaching language knowledge and testing students’ linguistic and logic-mathematical ability or intelligences, but ignore other intelligences. And in class teaching, teachers prefer using the teacher-centered method and spoon-feeding teaching method to teach students vocabulary, grammar and sentences. This article mainly, from the perspectives of psychology and pedagogy, discusses the impact of multiple intelligences theory on education ideas and teaching practice of English in China. It aims to find effective ways of English teaching under the guidance of multiple intelligence theory.
In order to gain a global view of the current situation of multiple intelligences (MI) among secondary school students, the author designed the following questions: (1) Whether teaching methods that based on the Multiple Intelligences Theory can improve the students' English achievements, and optimize English teaching? (2) Whether MIT-based English teaching can promote students to balance the development of multiple intelligences or not?
By means of MI questionnaire and English learning interest questionnaire, this thesis employed quantitative research method and was administered among 72 students, in Grade 9 of Xixi Middle School.
The main findings of this study are as follows: (1) The overall score of MI among secondary school students belongs to the level of ambiguity. In other words, their disposition of multiple intelligences was not definite. (2) Students’ MI and English achievement of the students are closely correlated with each other. (3) Students’ learning interests can be aroused through MIT-based English teaching. (4) The MIT-based English teaching is helpful in improving student’s English achievement.
Based on the general information about students’ MI, English teachers may understand their students better and find out the proper ways to help them improve their English learning. And also teachers can help students be all-around developed by providing a well-rounded educational design.
Key words: MIT; MI; Secondary school students; English achievement; Interest
Contents
Abstract
摘 要
1.-Introduction-1
1.1 Background of the study-1
1.2 The Purpose and Significance of the study-2
1.3 Overall structure of the thesis-3
2.-Literature Review-3
2.1 Multiple Intelligence Theory-4
2.2 Current study abroad.-6
2.3 Current study at home-7
3. Research Design-8
3.1 Participants-8
3.2 Research questions-9
3.3 Research Methodology-9
3.3.1 Questionnaires-9
3.3.2 Classroom observation-9
3.3.3 Interview-10
3.3.4 Test-10
3.4 Procedure-10
3.4.1 Preparing stage-10
3.4.2 Implementation stage-10
3.4.3 Data collection and analysis-13
4. Result and Discussion-15
4.1 The relationship between students’ achievement and MIT-based English teaching-15
4.2 The relationship between students’ multiple intelligences development and MIT-based English teaching-15
5. Conclusion-16
5.1 The advantage of applying MIT in English Teaching-16
5.2 The limitation of the study-16
5.3 Suggestion for further study.-16
References-18
