The Theory of Multiple Intelligencesand Its Implications for Classroom Teaching

沈妍斐

[Abstract] This paper is mainly based on Gardners theory of multiple intelligences. Through narrative inquiry, it tries to investigate the relationship between MI theory and English classroom teaching, to explore the implications of this theory for English teaching, to find a MI-inspired teaching method which would improve the current situation of English teaching and to provide a great variety ways to learn English.

[Key words] the theory of multiple intelligences；narrative inquiry；English classroom teaching；implications

1.Introduction

In the traditional English class, the students were taught in the old and dull way, through dry lectures, and boring worksheets and textbooks. Our English teachers focus most of their attention on linguistic and logical-mathematical intelligence. The theory of multiple intelligences proposes a major transformation in the way our English classes are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, drama clip, relay of tongue twister, debate, talent show, interview and much more. The purpose of this study was to investigate the theory of multiple intelligences, to find out the relationship between MI theory and English classroom teaching, and the implications of the theory.

2.Literature review

2.1 Meanings of MI

Howard Gardner (1993) argues that humans possess a number of distinct intelligences that manifest themselves in different skills and abilities. All human beings apply these intelligences to solve problems, invent processes, and create things. Intelligence, according to MI theory, is being able to apply one or more of the intelligences in ways that are valued by a community or culture.

2.2 Key points of MI in practice

The theory of multiple intelligences seems to harbor a number of educational implications that are worthy of consideration. In studying the MI theory, it is important to know several key points of the model. Armstrong (1994) has synthesized these ideas into several key points that educators find attractive about the theory: 1) Each person possesses all eight intelligences; 2) Intelligences can be developed; 3) Intelligences work together in complex ways.

3.Data collection & analysis

The author adopts narrative inquiry in writing this paper as to demonstrate the real state in the classroom English teaching.

It is a brief introduction of the college life when I myself was a college student majoring in English: in the authors opinion, the education background plays a significant role in the later classroom teaching.

I can be called that type of “excellent” student…In classes, I listened carefully almost all the time; after classes, I finished on time all the tasks that teachers asked us to do, and participated in all kinds of activities with regard to English learning. Although there were some activities that we could took part in, such as speech contest, drama play and writing competition, mostly we had lectures in classes without a number of activities. I got satisfying marks for every course and won the highest scholarship.

The following part is one extract from her teaching diary:

Oct.,12th,2012

…

The first year working as a teacher, as I was assigned to teach the sophomores, I was not so confident as I had been. I dont know in which way I can give them excellent lessons that can arouse their interest. Frankly speaking, the course had left me with an image as a boring and meaningless thing. There was no doubt that I would not be expected to teach in the same way as I had been taught. So I struggled to teach it as differently as possible. Having repeatedly reflected on the previous experience of the course, I made every effort to introduce some activities such as “Morning Report”, “Talent Show” and “Debate” into classes. However, as time goes by, I found these activities boring too, because the students always forced to fulfill these tasks and that was I who control the entire class. Hopelessly, I shifted back to the “traditional” way of teaching this course. I explained the language points, gave them dictations to force the students to learn every word by heart. Then the result was disastrous, it seemed that the students paid less attention in class and their learning interest was gradually decreasing. What about me? My course totally failed me! I felt much unhappier as if I were failed in the exam of this course.

…

My nightmare accompanied me every minute when I thought of my teaching problem.

…

Here is another one. It has been a long time since she jots down something in her notebook.

June. 23rd, 2013

…

I spend lots of time in reflecting on what I had done. But today the nightmare seems fade a little, for one of my students wins the Star of Outlook English Talent Competition in final. And in the class I have tried every means to help him to improve his oral English and performances, to give him advice on showing ones talents, and most important, to motivate his enthusiasm for English learning. For some time, I get a sense of success. I think my effort is not in vain.

The above shows a common problem and state that a beginner in teaching may encounter. The nightmare is interrupted by a success of one student of her after “she having tried every means to…” It suggests that there be a close relationship between MI of students and developing an ability to learn English. So as for teachers, they should pay more attention to MI in the classroom teaching.

4.Conclusion & implications for classroom teaching

Form the above typical example, the author draws a conclusion that MI benefits the classroom teaching since the students appear more active, listen more carefully in class and their test scores are much higher though they are not so important to some extent. So in the classroom, the teacher should continually shift method of presentation from linguistic to spatial to musical and so on. Teachers should also combine intelligences in creative ways. And this is especially true for those of us who work in the field of education. Meanwhile, allowing students greater freedom in learning and helping them to become more aware of their intelligence profile may enhance motivation and the quality of learning. However, this is a higher requirement for the English teachers who apply MI to the classroom teaching. There is a long way to go.

References:

[1]Armstrong, T. Multiple Intelligences in the Classroom. 2nd edition, Virginia, ASCD Association for Curriculum Development. 2000.

[2]Gardner. Multiple Intelligences: The Theory in Practice [M]. New York: Basic Books. 1993.

[3]霍力巖等著.《多元智能理論與多元智力課程研究》.教育科學(xué)出版社. 2003.

[4]林憲生.《多元智能理論在教學(xué)中的運(yùn)用》.開明出版社, 2003.