Multiple Intelligences Theory and Its Application in English Teaching

Yang Xuming

【Abstract】The Theory of Multiple Intelligences holds that learners individual learning intelligence varies a lot and everyone has their strengths intelligence and weaknesses intelligence.Nowadays，more and more scholars share the common understanding that students should be taught according to their own advantages and disadvantages.The paper intends to apply the Multiple Intelligences Theory into English Teaching.

【Key words】Multiple Intelligences Theory； English Teaching

Introduction

The Multiple Intelligences Theory becomes the guiding ideology about their education reform in America and other western countries.The education practice in our country benefits a lot from the theory as well： Linguistic Intelligence，Logic Intelligence，kinesthetic Intelligence，rhythmic Intelligence，Interpersonal intelligence，Intrapersonal Intelligence and Naturalist Intelligence.

Literature review

Traditional view of intelligence considers intelligence as single and a static existence which could be measured exactly with data.As a result，the IQ test is widely adopted to assess childrens intelligence development level.However，Gardners Multiple Intelligences Theory values that human intelligence is a diverse and static system and has constant development in each period of human life.Gardner puts forward eight respectively independent and related mutually intelligences.Teachers should adopt different teaching methods and theories to different students according to their intelligence features.Only in this way can students cultivate their ability and interests and show what they learn in their own way.

The application of the Multiple Intelligence Theory into English Teaching

Linguistic Intelligence can improve students listening，speaking，reading and writing strategies effectively，on the contrary，these abilities could be used to communicate，discuss，illustrate and create knowledge.In addition to introducing famous masterpiece to them，encouraging them to take part in English Speaking Contest and English Debate Competition，teachers can assign students as group leader and secretary to improve their oral communication ability.

Logical Intelligence can improve students passage understanding skills and writing strategies.Teachers should offer students different questions and open- ended questions to practice their logical thinking ability，for example，students can try to divide passages into different parts，summary each part，outline every passage，and then apply these strategies into their English writing.English writing plays a vital role in English learning，especially in CET 4，CET6 and any other kinds of tests.Writing is a strict and lasting discipline and a strict process of extremely complex psychological language.Skilled writing ability is acquired as the last ability or skill in the process of language acquisition.Only through long-term accumulation and practice step by step，can one master the ability of skilled writing.

As the development of bodily Intelligence could promote human intelligence improvement，teachers could encourage students to study through their body perception with a variety of means，such as，role play，extemporaneous play of drama.Teachers could prepare some class game for these students to perform： teachers could show students a card with some information or things teachers intend students to do，after that，students who clear about these information could perform these things with body language to the whole class，at last，the other students could guess whats on the teachers card.Students who is superior in bodily intelligence could finish this type of tasks perfectly.

Conclusion

The development of society is multiple and the requirement of society is multiple as well.During the process of stimulating students intelligences，teachers should get an overall understanding of students and provide them with the chances of developing their intelligences.therefore，the purpose of teaching will be met and students comprehensive ability will be improved.

作者簡介：楊旭明（1980.11.19）女，漢族，吉林長春人，講師，碩士。研究方向：語言學(xué)理論及應(yīng)用。