An Empirical Research On English Classroom Teaching In Junior Middle School-Based On Mutiple Intelligence Theory

In China, for a long time, the focus of English teaching is put on teaching studentsknowledge and testing student’s linguistic intelligence while many other kinds of intelligencesare ignored. In classroom teaching, teachers prefer to adopt teacher-centered teachingmethods, spoon-feeding English grammar, words and sentences to students. For most teachingplan, the priority is always given to the training of student’s knowledge on language while theindividual difference between students as well as triggering and cultivating of student’slearning interest are easy to ignore. Based on MIT, this thesis briefly probes into the teachingstrategies which combine MIT with English teaching. An empirical research was carried outbased on this theory, which aims at teaching English under the framework of MIT, carryingout multi-mode empirical teaching, and finally assessing the teaching results. This thesis aimsto explore the role MIT plays in improving students’English learning situation, enhancingstudents’learning interest and confidence and promoting students’overall development aswell.In order to gain a global view of the current situation of multiple intelligence (MI)among junior middle school students, the author designed the following questions: (1) What isthe overall situation of the multiple intelligence among junior middle school students? (2) Arethe multiple intelligence and English achievement correlated with each other? (3) Canstudents’learning confidence and interest be enhanced through the MIT-based Englishclassroom teaching?By means of MI questionnaire and English learning interest &confidence questionnaire,this thesis employed quantitative research method and was administered among 104 studentsin Grade 2 of Guangming Junior Middle School. All the data collected were processed bySPSS 11.5. The main findings of this survey are as follows: (1) The overall score of MI amongjunior middle school students belongs to the level of ambiguous. In other words, their MIDwas not definite. (2) Students’MI and English achievement are closely correlated with eachother. (3) Students’learning interests can be aroused through MIT-based English classroomteaching. (4) Students’learning confidence and interest can be enhanced through thedevelopment of their core intelligences. (5) The MIT-based teaching program is helpful inimproving student’s English achievement. (6) The MIT-based classroom teaching is betterthan the traditional teaching.Based on the general situation of MI among junior middle school students, Englishteachers may understand their students better and find out the proper ways to help themimprove their English learning. Besides, for the educators who make out teaching syllables,they can gain insight into the dispositional attitude of junior middle school students and thendevelop a curriculum that not only provides a well-rounded educational experience but alsoenhance their MI abilities.