Correlational Research On Multiple Intelligences And English Reading Proficiency Of Chinese EFL Students In Senior High Schools

Since the multiple intelligences theory proposed by Howard Gardner,Armstrong(1994)is first person to combine the theory of multiple intelligences with English reading.After that,Lazear(2003)puts forward that the model of multiple intelligences theory has influence on reading teaching.With the promulgation of the New English Curriculum Standard,English teaching is required to develop students' core literacy,multiple intelligences theory have renewed interest in China.However,in the area of multiple intelligences theory research,many research have applied multiple intelligences theory to primary and middle school.Few research focus on senior high school.Therefore,this study investigates the relationship between multiple intelligences and reading proficiency of Chinese EFL students in senior high school and the difference between intelligences,reading proficiency and attitude before and after the experiment.The research questions are as follows :1.What is the correlation between multiple intelligences and reading proficiency?2.Is there any significant difference in intelligences and reading proficiency after reading instruction based the multiple intelligences theory?3.Is there any significant difference in reading attitude after reading instruction based the multiple intelligences theory?The participants are selected from 129 students in No.3 Senior High School,64 students in the experimental class and 65 students in the control class.And the experimental results show that students' reading proficiency,reading attitude and the relationship between reading proficiency and multiple intelligences have been significant difference in the experimental class.First of all,for the correlation between multiple intelligences and reading proficiency,there is a positive relationship between reading proficiency and multiple intelligences,linguistic intelligence has a moderate positive relationship between reading proficiency.And among these intelligences,logical-mathematical intelligence,bodily-kinesthetic intelligence,spatial intelligence,interpersonal intelligence,intrapersonal intelligence have a positive relationship between reading proficiency.Second,as for the reading proficiency and intelligences,there is no significant difference(p=0.561>0.05)before the experiment in experimental class and control class,after the experiment,there is significant difference(p=0.000<0.05)in experimental class,while there is no significant difference between pre-test and post-test in CC(p=0.616>0.05).Moreover,in terms of the level of intelligence,the development of the dominant intelligences of the experimental class students have significant difference.Finally,as the element of the reading attitude,after a semester of teaching experiment,the reading attitude of the experimental class is more positive than the control class.Before the experimental,for students' cognitive level(p=0.893>0.05),emotional level(p=0.303>0.05)and behavioral level(p=0.551>0.05),there is no significant difference between in experimental class and control class.After the experimental,there is significant difference for students' cognitive level(p=0.001<0.05),emotional level(P=0.002<0.05)and behavioral level(p=0.001<0.05)in experimental class.While there is no significant difference in control class.Through the reading teaching mode based on the theory of multiple intelligences,this study sums up some enlightenment.First,students' intelligences and reading proficiency have a positive relationship.Moreover,multiple intelligences theory is more helpful to train students' intelligences and their English reading proficiency have been improved significantly.