A Study On Multiple Intelligence-based English Grammar Instruction At Senior High School

Language ability occupies the first place in English subject literacy,grammar is an important element in language learning and use,and also occupies an important position in English teaching.Traditional grammar teaching is mostly devoted to the teaching of uniform grammar rules,neglecting the cultivation and improvement of students’ individual grammar competence,which may lead to students gradually losing their interest in learning grammar.The theory of multiple intelligence proposed by Howard Gardner advocates highlighting individual differences and emphasizing the development of several different intelligence.A search of recent studies illustrates there are few studies on grammar teaching based on multiple intelligence theory.Therefore,this study uses multiple intelligence theory as the basis for constructing a grammar instruction design(MIGI,multiple intelligence-based grammar instruction)and uses an experimental method to test its effectiveness,hoping to develop students’ grammar ability and stimulate their interest in learning grammar,and to provide some references for grammar teaching practice.This study focuses on the following four questions:(1)How to design and implement MIGI?(2)What impact does the MIGI have on learners’ grammatical competence?(3)What are the learners’ perceptions of MIGI?(4)What impact does the MIGI have on learners’ interest in grammar learning?The experiment set up in this study lasts for one semester and is based on a quasiexperimental method with questionnaires,tests and interviews as the research tools.Two natural classes in the second grade of a senior high school in Z city are selected to participate in the teaching practice,one class as the control class and the other class as the experimental class.A task-based grammar teaching model is used in the control class,and a self-built instruction based on multiple intelligence theory(MIGI)is adopted in the experimental class.It can be found that:(1)Firstly,the design of MIGI should follow the principles of inclusiveness,flexibility,development and diversity to meet the needs of learners’ intelligent composition;then select and arrange grammar teaching units according to the results of intelligent investigation;secondly,the following strategies can be adopted in the implementation of MIGI: using the perception method to help students perceive grammar,using the diagrammatic method to guide students to understand grammar patterns visually,using the activity method to motivate students to learn grammar,using the situational method to improve students’ comprehensive language skills,and using the recording method to give feedback on students’ grammar learning;(2)MIGI can significantly improve learners’ grammar competence,and the experimental class students’ grammar performance is significantly better than the control class students’ grammar performance;(3)Students in the experimental class can accept the concept and instructional design of MIGI,and have a better perception of MIGI;(4)MIGI was conducive to stimulating and enhancing learners’ interest in learning grammar.The above findings show that MIGI can significantly improve learners’ relevant grammatical competence and has a positive effect of stimulating and enhancing learners’ interest in learning English grammar.However,in the process of its implementation,it should be noted that:(1)Compared with the traditional “teacher-centered” teaching,the teaching under the guidance of multiple intelligence theory should focus on the centrality of students,and teachers should reasonably change their roles according to the changes of teaching stages to adapt to the changing needs of students at different learning stages;(2)Multiple intelligence theory shows a variety of intelligence,which naturally corresponds to a variety of teaching methods.Teachers should flexibly adopt a variety of teaching methods and means,and start teaching with full consideration of students’ actual situation;(3)With the multiple intelligence theory as the teaching concept,teachers should enrich the way of teaching evaluation from multiple perspectives,and comprehensively evaluate students themselves and their overall grammar literacy and skills from multiple perspectives,so as to help students have a correct understanding of themselves and maintain or improve their grammar learning methods in a targeted way.