A Study Of The Application Of Multiple Intelligences Theory To Task-Based Language Teaching In Junior Middle Schools

In the 1980s,Dr.Howard Gardner from Harvard University put forward the theory of multiple intelligences in which he defined intelligence is not unique but multiple for everyone.And apart from the two types of basic intelligence:Verbal/Linguistic Intelligence and Logical/Mathematical Intelligence,there are other seven forms of intelligence:Visual/Spatial Intelligence,Musical/Rhythmic Intelligence,Bodily/Kinesthetic Intelligence, Interpersonal Intelligence,Intrapersonal Intelligence,Naturalistic Intelligence and Existential Intelligence.At the same time,although task-based language teaching(TBLT) has recently become the mainstream method in language teaching,some problems gradually come out with the implementation of TBLT in China widely(e.g.the authenticity and the educational goals of the tasks are hard to unify;the system and continues of tasks are not easy to control,some students have low participation in TBLT classroom;the common development of all students can't be realized easily, etc).A retrospect of the research on TBLT at home and abroad shows that most scholars focus on tasks,mainly involving types,features and design principles.Few studies are made on learners(task executants),especially with few effective researches on TBLT based on individual intelligent differences.This thesis,from the new perspective of MI,aims to probe into TBLT so as to explore a new way for fostering a TBLT model.Applying MI theory to TBLT to optimize TBLT,which is especially based on the different intelligence profiles of the students,is worth exploring these issues.Hence, the present research undertaken by the author is both valuable and practical.The author has conducted a one-year experiment on 104 students in Grade 9,Guangyi Experimental Middle School in an attempt to find out how practicable it is to use MIT in TBLT classroom.Multiple intelligence theory was first introduced to the students and teacher,and the MI inventories were used to identify students' and their teacher's intelligence profiles before the experiment.Next,an MI learning environment for TBLT was constructed,a relaxed classroom atmosphere was created,learning centers were set up. Then appropriate classroom activities/tasks according to students' multiple intelligences were designed and selected.At last,various assessments based on MIT in TBLT classroom were used.Questionnaires about students' English learning as well as the pre-test and post-test were used before and after the experiment in TBLT classroom between the experimental and control classes.And the data was collected from the questionnaire,pre-test and post-test by excel.The results of the experiment on this study have shown that the effect of applying MI theory to TBLT classroom is positive:1) MIT can enhance students' participation in TBLT classroom;2) MIT can motivate students to learn English;3) MIT can improve students' English ability to some degree.