Multi-intelligence-Theory-Based English Grammar Teaching In Senior High Schools

The Multiple Intelligences Theory (MIT) put forward by Howard Gardner reveals, from a unique angle, the essence and construction of human intelligences. Since it was raised, it has been valued by a great many teachers and educators, and plays a significant role in present-day education reform. Grammar occupies a very important place in English teaching. MIT has been applied in many aspects of English teaching, such as in the teaching of listening, speaking, reading, writing and so on, but there are few reports about the application of MIT in senior English grammar teaching.Under the framework of MIT and in the light of The New English Curriculum and the actual situation of senior English grammar teaching and learning, the author of the thesis has conducted an experiment in English grammar teaching with the cooperation of the students from Class359and Class360in Grade2of Hengyang No.8Senior High School, for the purpose of probing into the validity and feasibility of MIT-based grammar teaching in senior high schools. The principles, procedures, methods and activities of the MIT-based English grammar teaching approach are put forward. The research lasted about two terms, including a series of experimental grammar teaching, four questionnaires and two tests. During the experiment, the MIT-based grammar teaching approach was used in the experimental class and the traditional grammar teaching approach was adapted in the controlled class.The result of the research reveals that there are evident distinctions between the MIT-based English grammar teaching approach and the traditional English grammar teaching approach in promoting students’ grammar proficiency and their overall English ability, and in increasing their interest in English grammar learning. The study shows that the students in the experimental class got higher grades in the post test on English grammar and language skills and showed more interest in English grammar learning than the students in the controlled class.The thesis holds that the MIT-based grammar teaching approach has advantages over the traditional grammar teaching approach in keeping students aware of their own strengths and weaknesses, motivating students’initiative in grammar learning and improving students’abilities to analyze and solve problems.The author believes that the research will provide a new approach to English grammar teaching for senior high school English teachers.