This report describes an action research project that was designed to determine the effect of using the multiple intelligences theory in the junior high school English class. Through a review of the multiple intelligences theory combined with analysis of its relation with English teaching, the researcher tried to design MI-based English teaching activities, construct the MI-based English instruction program and furthermore bring it into practice.
The subjects consisted of thirty-three second-grade students selected from the researcher¡¦s junior high school in Kaohsiung. The MI-based English instruction program included twelve learning units in daily lessons and three cooperative learning projects. At the research period of twenty-three weeks, the data were collected through teacher observation records, students¡¦ learning reflections, teaching journals, MI-based worksheets, interviews, Multiple Intelligences Strategy Appraisal for English Learning, and English Learning Experience Questionnaire.
The accumulations and analysis of the research results indicated a satisfaction of students¡¦ diversity and a significant improvement in several aspects including students¡¦ learning motivations, learning for understanding, memorizing learning materials, using English learning strategies, creating authentic learning environment, an improvement in English abilities, and understanding different cultures. The MI-based English instruction showed a positive learning atmosphere so students accepted the MI-based teaching model, and then hoped the researcher to keep the teaching model in the future. However, the research result also indicated that students learned the diverse English learning strategies, but they were unable to use the strategies very well. Besides, a few students with negative attitudes toward MI-based teaching hoped to be taught individually.
The multiple intelligences theory is close to teachers¡¦ teaching experience that students learn in diverse ways. It provides a useful framework for teachers to organize all kinds of teaching methods. Moreover, the multiple intelligences theory is not just an idea. It is practicable for teachers to carry it out in daily lessons to solve the problems about students¡¦ diversity.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0717104-182645 |
| Date | 17 July 2004 |
| Creators | Chen, Jen-Jun |
| Contributors | Ching-Jung Yang, Shu-Ching Yang, I-Chung Lu |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0717104-182645 |
| Rights | off_campus_withheld, Copyright information available at source archive |
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