The Application Of Multiple Intelligences Theory In Junior Middle School English Vocabulary Teaching

Vocabulary is the basic elements of the English language, and also is the essential basis in English learning. The vocabulary of junior middle school students shall directly affect their English listening, speaking, reading and writing ability. The British language expert D.A.Wilkins said, “Without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed.” Therefore, in order to further improve the English learning and knowledge application ability, students of junior middle school must be master of a certain amount of vocabulary. And only in this way, they can enhance the cross language communication ability. At present, the quality of education has become the main goal of education in our country. The reform of new curriculum also requires the junior middle school English teachers, who should explore the effective vocabulary teaching method, in order to improve the English teaching effect and quality. Based on Gardener’s Multiple Intelligences Theory, this paper discusses how to apply the Multiple Intelligences Theory in English vocabulary teaching in junior middle school, which aims to help teachers effectively improve students’ English vocabulary.Multiple Intelligences Theory(MIT) suggests that individuals have different combinations of intelligences. If teachers are fully aware of these differences, they can provide different pathways for different students in English learning. This paper mainly conducts the research in three dimensions: the first is the analysis of the current situation of English Vocabulary Teaching in junior middle school; the second is the study about distribution of the advantages of intelligent of junior middle school students; the third is the study about the combination of multiple intelligence theory and English vocabulary teaching in junior middle school, which is to help teachers diverse vocabulary teaching, according to the intelligence combination of students. By this way, teachers can improve the effectiveness of English Vocabulary.In order to verify the validity of applying Multiple Intelligences Theory to junior middle school English vocabulary teaching, the author designed and carried out experiments in two classes from Grade Two in Zhiyuan middle school which lasted one semester. In the experimental class, the teacher designed teaching method based on multiple intelligences, and students learn the vocabulary by superior intelligence; and in the control class, the traditional teaching methods, such as reading and explanation of the lexical meaning and vocabulary exercises, are still applied in the vocabulary teaching.Before and after the experiment, the students were made a survey by questionnaire and tests. Meanwhile the author used P test to analyze the collected data. Conclusions show that the application of multiple intelligence theory in junior middle school vocabulary teaching can really help students learn vocabulary better and can improve junior middle school students’ vocabulary learning interest. Due to the number of samples chosen in this paper is relatively small, it only provides some references for the study on large sample. Furthermore, this study has some theoretical and pedagogical implications, and the author hopes that the research can promote teachers to enhance their information qualities and to explore more appropriate vocabulary teaching methods. Simultaneously, learners can improve their vocabulary learning efficiency by finding themselves dominant intelligence.