A Case Study On The Application Of Multiple Intelligences Theory In Primary English Teaching

After years of research, Howard Gardner proposed a new theory and definition of intelligence in his 1983 book entitled Frames of Mind: The Theory of Multiple Intelligences (MIT). The basic question he sought to answer was: Is intelligence a single thing or various independent intellectual faculties? In this book, Gardner proposed and defined seven intelligences : verbal-linguistic intelligence , logical-mathematical intelligence, visual-spatial intelligence, musical-rhythmic intelligence , bodily-kinesthetic intelligence , interpersonal intelligence , intra-personal intelligence. More recently, Gardner has nominated three additional candidate intelligences: Naturalist, Spiritual and Existential intelligence. He believes no man in the world is intelligence-free, instead every person possesses a different intelligence combination which may result in his personal learning style. They do have their strengths in intelligence. Teachers have to study those combinations and styles so that students' weak intelligences are also able to be tapped as much as the stronger ones. School education will be of great effect if it takes in to account children's differences and attaches much importance to their strengths.The writer wants to use the MI theory for reference to solve some actual problems in English teaching and paves the way for the application of MI theory to English teaching in primary school. In this case study the writer employs different research methods including documentary analyzing methods, questionnaires, action research and so on.This thesis consists of five chapters.Chapter One is the background of the study. Firstly it discusses the problems existing in the primary school English teaching. Then the theoretical base and practice meaning of this study will be stressed.Chapter Two firstly presents the definition and classification of the multiple intelligence theory. Then it describes the influence of Multiple Intelligences theory on school education which involves students view, teaching view and evaluation view. This theory offers the support in theory for teachers to form optimistic students' view, flexible teaching view and multiple evaluation view.Chapter Three is the focus of this thesis which involves the application of multiple intelligences theory to English teaching in primary school. Firstly it tries to expound primary English teaching designs integrating with MI theory. One is "teach for Multiple Intelligences" which summarizes the teaching strategies for improving multiple intelligences development. The other is "teach through Multiple intelligences" which probes into "theme teaching" in the frame of MI and the multiple ways of presentation. Secondly this chapter also introduces the assessments system depending on the Multiple Intelligences Theory. One is intelligence-based assessments; the other is context-driven evaluation.Chapter Four is the conclusive analysis of the case study. Case analyses of the experiments show the diversification of English teaching can activate their weak intelligences with the strong ones , leading to a balanced development. Post-experimental questionnaires over students result diversified classroom activities can awaken students' learning interests and enhance students' confidence and cooperativeness. Results from the final-term examination analysis show a better effect and quality in English learning after the English teaching on the basis of MT theory.Chapter Five is the concluding remarks. The advantages of the application of multiple intelligences theory to English teaching in primary school will be highlighted and the deficits of the study are mentioned.