Applying Multiple Intelligences Theoryin Undergraduate EFL Classroom

摘要

Howard Gardner’s Multiple Intelligences (MI) Theory has sparked a revolution inrneducational field in the past two decades. According to him, each person is unique and hasrna blend of intelligences namely Linguistic, Logical/mathematical, Spatial, Musical,rnBodily/kinaesthetic, Interpersonal, Intrapersonal and Naturalist Intelligences. People differrnin the strengths and combinations of intelligences, which can be enhanced through trainingrnand practice. The broad view of human intelligences in MI theory gives teachers a complexrnmodel from which to construct curriculum and offers teachers a way to examine their bestrnteaching techniques and strategies in light of human differences. In the past two decades,rnteachers have interpreted the theory in different ways and applied it to their lesson planningrnand curriculum development to maximize learners’ potential. In contrast to the prosperousrnapplication in the west, the relevant study started in China less than a decade ago, with thernmain focus on the introductory articles of MI theory in pre-school and primary school level.rnVery few researches were conducted in EFL programs at college level. Therefore, thernprimary objective of this paper is to explore the feasibility of applying the MI theory to thernundergraduate EFL classroom in China. The study offers application proposals in lessonrndesigning, choosing materials, class activities and assessment, mainly focusing on the lastrntwo aspects. As for the class activities, the two major suggestions in well-rounded classrnactivities are: (1) the eight activity corners, referring to the eight self-access and grouprnactivity corners based on the eight intelligences, and (2) the student project work, whichrnincludes MI projects, curriculum-based projects, thematic-based projects, resource-basedrnprojects and student-choice projects, designed to promote self-directed learning. As forrnassessment, four types of alternative assessment are highlighted. The paper aims at seekingrnways to facilitate foreign language acquisition and to use language to encompass all aspectsrnof communication. Accordingly, it challenges EFL teachers to engage in imaginative,rncreative and exploratory reform, to use language to help all students discover and developrntheir strengths, to stimulate students’ whole person development in the long run.