On The Application Of MI Theory To English Listening Teaching In Primary Schools

In 1983, American psychologist Howard Gardner first introduced Multiple Intelligences theory (MI theory) in his book Frames of Mind. MI theory introduces that each person possesses all eight intelligences. Each person has his or her intellectual strengths and weaknesses. Most people have the capacity to develop all eight intelligences to a reasonably high level of performance. One can make an ideal performance if he or she studies by the intellectual strength or the combination of intellectual strengths. Many educators conducted the research of MI theory and applied MI theory in the teaching activities. Although there is a wide use of MI theory in the west, the relevant theoretical and practical research started in China only lately.With the implementation of National English Curriculum Standards in 2001, English has become one of the required subjects in primary schools. Listening teaching is an important part of English teaching in primary schools. However, English is a less developed subject in Chinese primary schools compared with other subjects because English has only become a compulsory course in primary schools for a short time. The traditional English listening methods can not arouse pupils'interest in English listening. As a result, it is hard to improve pupils'listening proficiency. Multiple intelligences theory emphasizes the individuality of each person and advocates people to study through their intellectual strengths. This idea is consistent with the requirements of the National English Curriculum Standards, that is, teachers should focus on the individual differences of the pupils and teach them according to their own strengths. In order to improve the listening teaching level in primary schools, the author attempts to integrate the MI theory into listening instruction and promote the pupils'listening proficiency through exploiting pupils'intellectual strengths.In No.1 Experimental Primary School in Jiu Long Po District of Chongqing, the author conducted an empirical research which lasted for one semester. Two classes in grade 5 with equal English listening proficiency were chosen as the research subjects. One was the experimental class; the other was the control class. The same English teacher taught the two classes, but she used different teaching methods. The experimental class was taught with MI-based listening method while the control class was taught with traditional method. The purpose of this research is to testify whether the MI-based listening teaching can enhance pupils'interest in English listening and whether the MI-based listening teaching can improve pupils'English listening proficiency. The results of this research showed that pupils in the experimental class became more interested in English listening and they did a better job than pupils in the control class in the post-test. This research proved that MI theory played a significant role in promoting pupils'listening interest and improving pupils'listening proficiency. This research can provide primary school teachers with a new teaching model, help the teachers understand the MI-based English listening instruction, and enrich the practical application experience of MI theory in China.