A Research On The Application Of Multiple Intelligences Theory In Junior Middle School English Writing Teaching

As we all know, listening, speaking, reading and writing play important roles in English learning. English writing is a comprehensive skill with a collection of expression, imagination, observation, judgment and analysis. It reflects a student’s comprehensive proficiency most. However, in current English teaching practice, many front-line teachers ignored the process of writing. They just asked students to recite a few "typical sentences" or "universal templates". This teaching mode caused most students to lose their interests and confidence in English writing, and it seriously affected the quality of English teaching. To change the present English writing teaching situations, this thesis mainly explores how the MI theory is applied in junior middle school English writing teaching to motivate students’ writing interest and improve writing ability.Based on the investigation of two classes in Grade Eight from Huaiyuan Experimental Middle School in Tongbai, the thesis explores how the four writing activities:"Role Play","Making Comments on Music","Drawing Pictures for a Story","Peer Correction" and the form of group collaboration to motivate students’ writing interest. Date in the questionnaire about students’ English writing showed students’ initiative in writing had improved significantly. More students feel that it’s easy to write and they are willing to write. Fewer students are not interested in English writing. Meanwhile the interview with the students further showed that the four writing teaching activities motivated students’ interest in English writing. During the interview, students agreed that the writing training changed the previous boring, difficult and mandatory writing assignment into being interesting and easy to finish. They were even looking forward to this kind of writing. The thesis intends to demonstrate how the Process-oriented Writing teaching method based on MI theory, which includes Lead-in, Brainstorming in Pre-writing, While-writing, Peer-correcting, Self-correcting and Teacher’s Feedback in Post-writing to improve students’ writing ability. The Process-oriented Writing training lasted four months. Experimental results showed that compared with the mean of English writing of control class, the mean of English writing of experimental class was higher13%. The mean of English writing was higher14%than pre-experiment. Results in a questionnaire about students’ writing ability also directly proved that Process-oriented Writing teaching mode based on the MI theory could improve students’ English writing ability better. It definitely embodied in two aspects:language expressive ability and design the whole discourse.The research confirmed that the theory of multiple intelligences is effective to improve English teaching quality. It has important enlightenment and guidance for English writing teaching practice. Meanwhile, it has certain reference value for English educators’ writing teaching research.