The Theory of Multiple Intelligencesand Its Implications for Classroom Teaching

The Theory of Multiple Intelligencesand Its Implications for Classroom Teaching

[Abstract] This paper is mainly based on Gardner’s 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 author’s 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 don’t 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.