Investigations And Analyses Of Benign Matches Between Multiple Intelligences And English Learning Styles

In the beginning of this research, random sampling is applied forchoosing1672college students from Northeast, Central, South central,Southwest, Northwest and East China as the large-sample group. Thestudents chosen are all in grade2009. They belong to twenty-threedifferent majors and fourteen different universities classified into sixcategories. Then purposing sampling is used to choose GLLs (GoodLanguage Learners) and ULLs (Unsuccessful Language Learners) fromthe large-sample group. There are90GLLs whose CET4scores are allabove568(80%of CET4’s total score) and there are118ULLs whoseCET4scores are below430(the minimum pass mark of CET4). Then,investigations and analyses in this research are mainly supported byquantitative methods and supplemented by qualitative methods. In thefirst part of this research, the data of multiple intelligences and Englishlearning styles investigated from large-sample group, GLL group andULL group are analyzed by descriptive statistics in SPSS18.0. Thus themeans and standard deviations of every group’s multiple intelligencesand English learning styles are achieved. The tendencies of everygroup’s multiple intelligences and learning styles are shown. In thesecond part, the author makes Pearson correlation analysis of large-sample group, GLL group and ULL group for checking out ifrelations exist between multiple intelligences and English learning styles.On the basis of the first two parts, the author chooses stepwiseregression for analyzing the matches between multiple intelligences andlearning styles after Pearson correlation analysis. The results of Pearsoncorrelation analysis can verify the results of multiple regression analysis.After comparing the regression results of GLL group and ULL group,the benign matches between multiple intelligences and English learningstyles can be found out. According to the above investigation results,conclusions as following can be achieved: firstly, learners have differentinclinations to multiple intelligences and English learning styles, GLLgroup and ULL group don’t have any significant differences among theirintelligent inclinations and English learning style inclinations except inlinguistic intelligence and musical intelligence; secondly, relations doexist between multiple intelligences and English learning styles; thirdly,benign matches can be built only by four intelligences and four Englishlearning styles: learners strong in linguistic intelligence andintrapersonal intelligence are suitable to study English with visual style;learners strong in intrapersonal intelligence are fit to study English alone;learners who have advantages in interpersonal intelligence andbodily-kinesthetic intelligence are suitable to learn English cooperatingwith others in a haptic way. Based on the conclusions above, the author makes vivid analyses of benign matches between multiple intelligencesand English learning styles with a drawing. And some suggestions oncollege English teaching and learning from the implications of thefindings are further put forward.