A Study On The Application Of Multiple Intelligences Theory To The Teaching Of English Reading In Junior Two Students

Reading is one of the critical skills in English learning.According to the requirements of the New English Curriculum Standards,English teaching has to take students as the center and respect their individual differences.And the lesson should be selective and flexible to promote the improvement of English skills of different students.However,under the influence of the current examination system pressure and the traditional English teaching model,teachers always focus on analyzing sentence structure and grammar knowledge,ignoring the ability of students to use language comprehensively,which leads the classroom atmosphere is very boring,and the students are being more negative.So,how to arouse students’ reading interest and develop their English reading ability have become an important issue that need to be considered nowadays.American psychologist Howard Gardner proposed the multiple intelligences theory in1983.He points out that everyone has at least eight kinds of intelligences.Everyone has a different intelligence combination,with their own strong intelligence and weak intelligence.Teachers can design different types of classroom activities according to students’ different intelligence combinations,to make good use of their strong intelligence,and make up for their weak intelligence.It not only helps students to improve their thinking and logical ability but also stimulates their interest and motivation in learning.Meanwhile,it allows students to form their learning styles,find suitable learning methods and improve learning performance in the multiple intelligence class.This study applies multiple intelligences theory to English reading teaching in junior high school,which aims to know the current situation of students’ English reading,and improve their English reading interest and grades.In this study,students who from two classes of grade 8 in the No.42 middle school of Urumqi were selected as experimental subjects.The experiment lasted for four months.In the early stage of the experiment,the author conducted a pretest and pre-questionnaire in two classes to know the current reading situations and level of the students.Next,in order to design multiple intelligence activities,an intelligence questionnaire was given in the experimental class.After the experiment,the author conducted a post-test in the two classes to see whether there is a significant difference.Then,the reading interest questionnaire and interview were conducted in the experimental class to verify whether the multiple intelligences theory based reading teaching model could significantly improve students’ reading interest.The result indicates that the reading scores of the experimental class are significantly higher than that of the control class.And the English reading interest of the experimentalclass has also been significantly improved,which reflects the effectiveness of multiple intelligences theory in English reading teaching.