Research on Mongolian College Students' English Learning Strategies Guided by the Multiple Intelligence Theory in College English Teaching

摘要

The formulation and implementation of the national policy for the development of the western region and the promotion of "The Belt and Road" construction have provided strong support for the introduction and output of English talents in the northwest minority areas, and prompted the sudden increase in the demand for English talents in this region. With the continuous progress and perfection of contemporary education equity, it has been paid great attention by the society that minority national students can receive good education. As far as the Mongolian nationality is concerned, it is located in Inner Mongolia, Gansu and Xinjiang in the northwest of China. Because of the interference of the special thinking mode, behavior habits and the corresponding objective historical conditions and factors, the college students of the Mongolian nationality have different English abilities. The most notable thing is that the students in pastoral areas have never been exposed to English, which is a major obstacle to the development of college English teaching. Under this situation, in order to guarantee the fairness and equality of national education and cultivate high-quality English talents for the country, college English teachers should combine the national characteristics of minority national students such as Mongolian nationality with the actual English foundation, instead of carrying out the teaching work in the "one-size-fits-all" mode. As for the famous American scholar Howard Gardner's Frames of Mind: The Theory of Multiple Intelligence, he has developed a new multiple intelligence theory, that is to say, the individual will have nine intelligence factors, such as language, logic, vision, body, music, interpersonal communication, self introspection, national observation and intelligence. Such factors can be manifested in different individuals through diversified combinations, which will promote all learners to possess distinctive intellectual characteristics.