Application Of The Theory Of Multiple Intelligences In Middle School Task-Based Language Teaching

Gardner put forward multiple intelligences theory (M.I. theory) in the 1980's. It not only influenced American teaching reform, but also gave great impetus on the educational development in many other countries such as Canada, France, and Australia. In the recent years, it also has drawn much attention in China, for it has shown its powerful theoretical vitality and provided the realistic support for China's empowerment education. Thus it is meaningful to study this theory and apply it to the foreign language teaching (FLT), especially in the background of foreign language teaching reform. This paper integrates Gardner's M.I. theory with task–based language teaching (TBLT) together and proposes a MI-based TBLT model, aiming to help students develop their linguistic intelligence as well as their other intelligences. This thesis describes the background of M.I. theory, Gardner's eight intelligences, the rationale of M.I. theory, the principles of M.I. theory and M.I. theory's development. In the following this thesis analyzes the possibility to apply M.I. theory to FLT in the background of elementary education reform. In the main part of this thesis, firstly the writer presents some MI-based teaching models. Next, the writer puts forward a simple and easy-going seven-stage MI-based TBLT model with the integration of MI and TBLT. Stage one: students'intellectual profiles analysis. Teachers analyze students'intellectual profiles and have a clear idea of their strong intelligences and their weak intelligences so that teachers can be consciously develop students'strengths and make up their weaknesses. Stage two: MI-based task design. Teachers integrate MI theory into task–design. Based on M.I. theory, the tasks may help students develop in an all-around way. Stage three: homogeneous or heterogeneous intelligences grouping. Teachers divide students into homogeneous or heterogeneous learning groups according to their intellectual profiles and other needs. Stage four: pre-task intelligences stimulating. Teachers use multiple means to arouse students'interest towards the tasks to be done, stimulate students'multiple intelligences and help students understand the input by the use of all kinds of intelligences. Stage five: while-task intelligences development. Teachers encourage each student to take part in the activities. Teachers should not only guide students to develop linguistic intelligence but also pay attention to the development of other intelligences. Stage six: post-task multiple intelligences assessment. Students show the result of the tasks and assess themselves from the viewpoint of MI. Then, students assess one another. Finally, teachers assess students with multiple means in post-task stage. Teachers give a descriptive judgment concerning all eight aspects. Stage seven: after-class MI strengthening. Teachers and students discuss the assignments and projects together which aim to extend all eight intelligences. After the description of this seven-stage MI-based TBLT model, the writer provides a sample lesson plan on it. Then this thesis discusses the implications of applying M.I. theory to TBLT. Finally, this thesis concerns the benefits and the demerits of M.I. theory, the problems that may appear in practical teaching and some proposed solutions. It is advocated that teachers search for good ways to apply MI to foreign language teaching, for it is of great significance to promote English curriculum reform.