A Case Study on Senior High School Students’ Development of Multiple Intelligences in the Context of English Teaching and Learning
|Keywords||multiple intelligences senior high school students development English teaching and learning|
According to Multiple Intelligences (MI) theory put forward by American psychologist Howard Gardner, all human beings possess all eight intelligences (linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalist), but differ in the strengths and combinations of intelligences. The new National English Curriculum issued in 2001 aims at promoting students’ all-around development through fostering their overall language ability, which calls for making full use of MI theory to develop students’ MI in English teaching including listening, speaking, reading, writing and so on. This study investigates senior high school students’ development of MI in the context of English teaching and learning and explores the ways of training their MI-based English learning strategies.Based on a survey of the MI of a group of senior 2 learners in Guangzhou Yuexiu Foreign Language School, three students were selected as case study participants and received a one-month instruction on MI-based learning strategies. Data were collected from students’ MI self-assessment questionnaires, interviews, classroom observations and students’ English learning reflections. And then the results were analyzed from quantitative and qualitative perspectives.The findings show that:1) The three participants’ developments of MI are unbalanced. To be specific, the results show that linguistic intelligence, logical-mathematical intelligence, interpersonal intelligence and intrapersonal intelligence are the most frequently-used intelligences while musical intelligence and bodily-kinesthetic intelligence are not used often.2) After a series of MI-based English learning strategies instruction, the three participants know how to learn English through their intelligence strengths at the end of research, which enhances not only their linguistic intelligence, but also the other intelligences. Moreover, their each intelligence level is above or at moderately strong. In particular, all the three participants have made significant improvement in spatial intelligence, bodily-kinesthetic intelligence and intrapersonal intelligence, proving that MI-based English learning strategies instruction is effective in developing students’MI to some degree. What’s more, their autonomous learning abilities are enhanced benefiting from the training schemes. All in all, the overall development of students’ intelligences is promoted in the process of fostering their overall language abilities.