英语语言教学英文.docx
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英语语言教学英文.docx
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英语语言教学英文
MultipleIntelligencesTheoryandEnglishLanguageTeaching
MultipleIntelligencesTheoryandEnglishLanguageTeaching
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DepartmentofEnglish,NCCU
I.Introduction
Withtheadventof"humanism"inthe60softhe20thcentury,theconventional,authoritativeteacher-centeredinstructionhasgivenwaytothelearner-centeredmodeofinstruction.Educatorsstartedpayingattentiontotheimpactthatlearners'affectivefactors.,theirfeelings,emotions,tension,anxiety,frustration,needs,interests,motivation,andconfidence,etc.)maybringintheprocessoflearning.ThenwehavewitnessedthebirthandmaturingofsomeinnovativeELTapproaches,methods,andtechniquesduringthe70stothe80s,suchasTheSilentWay,CommunityLanguageLearning,TotalPhysicalResponse(TPR),Suggestopedia,TheNaturalApproach,CommunicativeApproach,cooperativelearning,interactivelearning,wholelanguagelearning,task-basedlearning.Inthe90s,Dr.HowardGardner,adistinguishedAmericancognitivepsychologist,suggestedfromhisresearchfindings(1983,1993and1995)thathumancognitivecompetenceactuallyispluralistic,ratherthanunitary,indesign.Hismultipleintelligences(MI)theorytouchedoffawaveofeducationalinnovationnotonlyintheUnitedStatesbutthroughouttheworld.Educatorsrecognizethediversityofthelearnersintheirlearningstyles,learningpotentials,etc.andappreciatethedevelopmentoflearningstrategiesonthepartofthelearners.BeinganEnglishlanguageteacher,IfindthebasicconceptsofMItheoryconformwithmyinterestin"individualizedinstruction"and"independentlearning."ThatistheveryreasonIpickoutthetopicformyresearchpaper.
II.MultipleIntelligencesTheory
Inthepast,intelligencewasafixed,staticentityatbirthwhichwasdefinedoperationallyastheabilitytoansweritemsonIQtests.EvensincethepublicationofhisFramesofMind(1983),Dr.HowardGardnerhaspostulatedanalternativedefinitionofintelligencebasedonaradicallydifferentviewofintelligence.Accordingtohim,anintelligenceentailstheabilitytosolveproblemsorfashionproductsthatareofconsequenceinaparticularculturalsettingorcommunity(1993:
15).Therearemany,notjustone,differentbutautonomousintelligencecapacitiesthatresultinmanydifferentwaysofknowing,understanding,andlearningaboutourworld.AsGardner(1993:
12)states:
Itisoftheutmostimportancethatwerecognizeandnurtureallofthevariedofhumanintelligences,andallofthecombinationofintelligence.Weareallsodifferentlargelybecauseweallhavedifferentcombinationsofintelligences.Ifwerecognizethis,Ithinkwewillhaveatleastabetterchanceofdealingappropriatelywiththemanyproblemsthatwefaceintheworld.
Inordertomakeacleardistinctionbetweenanintelligencewithitsbiologicaloriginandatalent/skill,Gardnerassertsthateachintelligencemustsatisfyalloramajorityofthefollowingcriteria,namelybraindamagestudies,exceptionalindividuals,developmentalhistory,evolutionaryhistory,psychometricfindings,psychologicaltasks,coreoperations,andsymbolsystem(Christison,1998).Uptothepresent,hehasproposedaschemaofeightintelligencesandsuggeststhatthereareprobablymanyothersthatwehavenotyetbeenabletotest(Gardner,1995).AsummaryofGardner'seightintelligencesisgivenasfollow:
Verbal/LinguisticIntelligenceistheabilitytouselanguageeffectivelyandcreativelybothorallyandinwriting.Thisintelligencecanbeseeninsuchpeopleaspoets,playwrights,storytellers,novelists,publicspeakers,andcomedians.
Logical/MathematicalIntelligenceistheabilitytousenumberseffectively,torecognizeabstractpatterns,todiscernrelationshipsandtoreasonwell.Theintelligencecanbeseeninsuchpeopleasscientists,computerprogrammers,accountant,lawyers,bankers,and,ofcourse,mathematicians.
Thelogical/mathematicalandverbal/linguisticintelligencesformthebasisformostsystemsofeducation,aswellasforallformsofcurrentlyexistingstandardizedtestingprograms.
Visual/SpatialIntelligenceinvolvestheabilitytosenseform,space,color,line,andshapeincludingtheabilitytographicallyrepresentvisualorspatialideas.Thisintelligencecanbeseeninsuchpeopleasarchitects,graphicartists,cartographers,industrialdesigndraftspersons,and,ofcourse,visualartists(paintersandsculptors).
Bodily/KinestheticIntelligenceistheabilitytouseone'sbodytoexpressoneselfandtosolveproblems.Thisintelligencecanbeseeninsuchpeopleasactors,athletes,mimes,dancers,andinventors.
Musical/RhythmicIntelligenceinvolvestheabilitytorecognizetonalpatternsandasensibilitytorhythm,pitch,melody,etc.Thisintelligencecanbeseeninadvertisingprofessionals(thosewhowritecatchyjunglestosellaproduct),performancemusicians,rockmusicians,dancebandsandcomposers.
InterpersonalIntelligenceinvolvestheabilitytounderstandpeople'smoods,feelings,motivationsandintentions.Itincludestheabilitytoworkcooperativelywithothersinagroupandtocommunicate,verballyandnonverbally,withotherpeople.Thisformofintelligenceisusuallyhighlydevelopedinsuchpeopleascounselors,teachers,therapists,politicians,andreligionsleaders.
IntrapersonalIntelligenceinvolvestheabilitytounderstandtheinternalaspectsoftheselfandtopracticeself-discipline.Thisintelligencecanbeseeninsuchpeopleasphilosophers,psychiatrists,spiritualcounselors,andcognitivepatternresearchers.
NaturalistIntelligenceinvolvestheabilitytorecognizeandclassifyplants,minerals,andanimals,includingrocks,grass,andallvarietyoffloraandfauna.Italsoincludestheabilitytorecognizeculturalartifactslikecars,sneakers,etc.Theintelligencecanbeseeninsuchpeopleasfarmers,hunters,zookeepers,gardeners,cooks,veterinarians,natureguide,andforestrangers.
III.TheApplicationofMITheorytoEnglishLanguageTeaching(ELT)
Itseemedtousthateversincethearisingofthelearner-centeredinstruction,everyELTmethod/techniquewithitsspecificemphasishasbeendevelopedtomeetstudents'differentneeds,orinterests(somewhatasGardner'sintentionofdevelopingand/orusingdifferentkindsof"intelligences").TheSilentWay,forexample,emphasizesthedevelopmentofstudents'innerthinking(intrapersonalintelligence);TotalPhysicalResponse,however,emphasizeslanguagelearningthroughphysicalaction(bodily/kinestheticintelligence);Suggestopedia,ontheotherhand,emphasizestheuseofmusic(musicalintelligence)tofacilitatelanguagecognition;boththeCommunicativeApproachandcooperativelearningemphasizetheimportanceofinterpersonalrelationship(interpersonalintelligence)tolanguagelearning;andthewholelanguagelearningnotonlyemphasizesthewholenessandrealityoflanguage(verbal/linguisticintelligence)butalsobelievethecoordinationofbodily/kinesthetic,interpersonal,andintrapersonalintelligencestopromotelanguagelearning.
TheannouncementofGardner'sMItheoryacknowledgesabroaderintellectualspectrumineveryleaner.We,theEnglishlanguageteacherstoday,arebetterawareofthefactthatstudentsbringwiththemspecificstrengths,uniquelearningstyles,anddifferentlearningpotentials.Thetheoryofmultipleintelligenceoffersusawaytoexamineandformourbestteachingtechniquesandstrategiesinlightofhumandifferences.Wecanteachourstudentstobemoreintelligentinmoreways,andonmorelevelsthanweeverdreamed.
WiththereferenceofChristison(1996:
10-11),IlistfourstepstoshowhowMItheoryappliestoELT.Thefirststepistoidentifytheactivitiesfrequentlyusedinourclassesandcategorizethemtoeachparticulartypeofintelligence.Throughliteraturereview(Lazear,1999&1993,Christison,1990,1996&1998,Haggerty,1995,Li'stranslationofArmstrong,1994andCampbells&Dickinson,1993)andmydecades'teachingandobservation,Icameupwiththelistbelow,whichisbynomeansexhaustive,foryourreference.
Verbal/LinguisticIntelligence
AVocabulary&GrammarLearning--learningnewwordsandgrammaticalpointsandpracticingusingthemaccuratelyinregularcommunication
AListening--listeningtotapesofstories,dialogues,andlectures,etc.
AFormalandInformalSpeaking--makingverbalpresentationtoothers,makingconversations,havingdiscussionsanddebates,etc.
AHumororJokes--creatingpuns,limericks,andtellingjokesontopicsofstudy
AImpromptuSpeaking--instantlyspeakingonarandomlydrawntopic
AStorytelling--tellingstoriesaboutanytopiconeisstudying
AReading--silentreading,oralreading,andgroup/choral/chainreadingforcomprehension
AWriting--doingwrittenexercises,note-taking,summary/reportwriting,andjournal/log/diarykeepingtokeeptrackofone'sownthoughtsandideas
ACreativeWriting--writingoriginalpieces.,stories,essays,poems,novels,etc.)
Logical/MathematicalIntelligence
ALogicPatternGames--creatingriddlesorpuzzlesthatchallengestudentstofindahiddenrationaleorpattern
ALogical/SequentialPresentation--inventingpoint-by-pointlogicalexplanationsforitemsormakingsystematicpresentationofsubjectmatter
ANumberSequences/Patterns--investigatingnumericalfactsorgatheringandanalyzingstatisticsonatopic
AProblemSolving--listingappropriateproceduresforproblemsolvingsituations
AFormingRelationships--creatingmeaningfulconnectionsbetweendifferentideas
ASyllogisms--making"if…,then…"logicaldeductionsaboutatopic
Visual/SpatialIntelligence
AVisualAidsUsing/Ma
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