A Study On Teaching English Vocabulary In Senior High Schools Based On Multiple Intelligences Theory

Vocabulary is the basic constituent element of English language,and it is also an important foundation for English learning.At present,National English Curriculum Standards for Common Senior High School has raised new requirements for vocabulary teaching,as well as the Core Competence of English Subject.Therefore,the high school English teachers are also required to conform to the trend of the times and design new efficient vocabulary teaching methods starting from students.Multiple Intelligences Theory points out that each individual has different intelligences.The author combined the intelligence features of students and applied multiple intelligences to vocabulary teaching,aiming to help teachers improve the English vocabulary learning of students more effectively.The research subjects are 110 students from two classes in Senior One in Lingshi No.1Senior High School,with Class 591 for the experimental class,and Class 592 for the control class.The research instruments are the pre-test and post-test of English vocabulary,the questionnaire of English vocabulary learning strategies and the interview.The current study mainly involves two questions:(1)Can the vocabulary teaching based on MIT(Multiple Intelligences Theory)influence students' English vocabulary learning strategies? If it can,what are the effects?(2)Can the MIT-based vocabulary teaching improve students' English vocabulary learning achievements? The author conducted some experiments for nearly three and a half months.In Class 591,the experimental class,the author adopted the vocabulary teaching model based on Multiple Intelligences Theory and designed diversified vocabulary teaching activities;while in Class 592,the control class,the author used the traditional English vocabulary teaching method,such as reading aloud,interpreting words,vocabulary exercises and paper tests.Through the results analysis of tests,questionnaires and the interview,this study draws the following conclusions: the English vocabulary teaching based on MIT has significant effects on resource strategies,cognitive strategies,memory strategies and communicative strategies,with less effect on meta-cognitive strategies.In addition,the English vocabulary learning level of the experimental class is significantly higher than that of the control class,which means that the vocabulary teaching based on MIT can improve students' vocabulary learning effects.The study shows that teachers should create diverse vocabulary teaching activities to motivate students' intelligence.And they should apply MIT to English vocabulary teaching in a scientific and rational way.Meanwhile,under the guidance of teachers,students should make full use of their intelligences and actively participate in vocabulary teaching activities,so that the role of intelligence in promoting English vocabulary teaching can be fully played.