多元智能理论在初中英语语法教学中的应用研究——以巩义小关初中为例 78页

？■＊－－ｒ＞．分类号１０７４６密级公开＇．．－ＵＤＣ学号２０４１４１３０２－１８ｖ作青海师苑大學硕古学化ｉ仑文ＡｐｐｌｉｃａｔｉｏｎｏｆＭｕｌｔｉｐｌｅＩｎｔｅｌｌｉｇｅｎｃｅＴｈｅｏｒｙ化＾ＪｕｎｉｏｒＭｉｄｄｌｅＳｃｈｏｏｌＥｎｌｉｓｈＧｒａｍｍａｒ恥ａｃｈｈｉｇｇ一ＡＣａｓｅＳｔｕｄｙ化沿ａｏｕ…化ｎｋ＞ｒＭｉｄｄｌｅＳｃｈｏｏｌｉｎＧｏｎｉｇｇｙ多元智能理论在初中英语语法教学中的应巧研究一Ｗ巩义小关初中为例硏究生姓名张银萍导师姓名（职称）李永学，劃教授专业学位类别教育硕±培养类别全日制研究方向名称学科教学（英语）论文提交日期２０１６年４月论义答辩日期２０１６年５月学位授予单位青海师范大学学位授予日期２０１６年７月答辩委员会主庶袁复恩评阅人王庆捻，韩美竹 ApplicationofMultipleIntelligenceTheorytoJuniorMiddleSchoolEnglishGrammarTeaching—ACaseStudyinXiaoguanJuniorMiddleSchoolinGongyi多元智能理论在初中英语语法教学中的应用研究—以巩义小关初中为例Name:ZhangYinpingSupervisor:Prof.LiYongxueAThesisSubmittedtoGraduateSchoolofQinghaiNormalUniversityInPartialFulfillmentoftheRequirementsFortheDegreeofMasterofEducationMay,2016 青海师范大学学位论文独创性声巧本人声明所呈交的学位论文是我个人在导师指导下进行的研究工作及取得的研究成果。尽我所知，除了文中特别加从标注和致谢的地方外，论文中不包含其他人己经发表或撰写过的研究成果，也不包含为获得青海师范大学或其它教一育机构的学位或证书而使用过的材料。与我同工作的同志对本研究所做的任何贡献均己在论文中做了明确的说明并表示了谢意。６巧＇日研究生签名：麥裝罕日期：如八午青海师范大学学位论文使用授权声明青海师范大学、中国科学技术信息研究所、園家图书馆有权保留本人所送交学位论文的复印件和电子文档＾八采，可用影印、缩印或其他复制手段保存论文。本人电子文档的内一容和纸质论文的内容相致。除在保密期内的保密论文外，允许论文被查飼和借阅（包括刊登）论文的全部，可乂公布或部分内容。论文的公布（包括刊登）授权由青海师范大学巧究生部办理。據导师签名日期＇巧：戶研究生签名：殊Ｓ令Ｉ AcknowledgementsTimeflies.Duringthepasttwoyears,Ihavegetanall-rounddevelopment.Mydeepestgratitudegoesfirstandforemosttomysupervisor,associateprof.LiYongxue.HeiskindandhelpedmealotduringtheprocedurethatIwrotethethesis.BeforeIstartedtowritethisthesis,mysupervisorsuggestedmetoreadmorebooksfirstlyandthentofindthetopicthatIaminterestedin.Afterthat,weidentifiedthetitleofthethesis.Wetalkedabouthowtowritethethesiswell.Helistenedmyideasaboutwritingthethesisandthenhecorrectedsomemistakesabouttheresearchquestionsandgavemesomesuggestionstowritethethesis.BeforeIinterviewedstudents,Ihadtalkedabouttheinterviewquestionswithmysupervisor.Hesawmyquestionsandletmetalkaboutmyideas,thenhehelpedmeidentifymyinterviewquestions.Heaskedmethinkindependentlyandthengavemesomeadvice,whichisusefulforme.Eachtime,hewaspatient,strictandhealsoencouragedme.Therefore,Ioweabigdebtofgratitudetomysupervisor.Second,IamalsogreatlyindebtedtotheprofessorsandteachersattheDepartmentofEnglish.SinceIsteppedintoQinghaiNormalUniversity,Ihavelearnedmanycoursesandmetwithlotsofteacherswithdifferentteachingstyles.Someteachersarestrict;someteachersarehumorous;someteachersareeasygoing,etc.Inotonlylearnedknowledgefromthembutlearnedhowtodealwiththerelationswithothers.I’dliketothankthem.Ialsoowemysinceregratitudetomyfriendsandmyfellowclassmateswhogavemetheirhelpandtimeinlisteningtomeandhelpingmeworkoutmyproblemsduringthedifficultcourseofthethesis.Theyalwaysencouragemeandwhenwehavesomepuzzlementaboutwriting,wealwaysdiscussedwitheachotherandfindabetterwaytowrite.Wefoughttogether.Afterwriting,wealwayscheckthesiseachotherandgoouttoplay.Duringtheperiodofwriting,Ihaveasenseoffulfillmentandhappy.Iwillneverforgetthosedays.Lastmythankswouldgotomybelovedfamilyfortheirlovingconsiderationsandgreatconfidenceinmeallthroughtheseyears.I AbstractThespiritofthenewcurriculumstandardsisnotonlytopayattentiontothelearningoflanguageknowledge,butalsopayattentiontoimprovingstudents’languageskills.Duringtheprocedureofteachingstudents,teachersshouldpayattentiontostudents’individualdifferences.Gardner’smultipleintelligencetheorymainlyincludeseightintelligence,whichnotonlyemphasizestheindividualdifferences,butalsoemphasizestheindividualability,andtheseideascoincidewiththenewcurriculumstandards.TherearealreadymanypapersaboutEnglishteaching.SomeareaboutEnglishvocabulary;someareaboutoralEnglish;someareaboutEnglishreading;someareaboutEnglishwriting,whilethispaperspeciallyresearchesaboutEnglishgrammarteaching.InEnglishteaching,Englishgrammarisimportantanddifficult.BothEnglishteachersandstudentshaveencounteredwithvariousproblemsinteachingandlearning.AlthoughteachershavestudiedEnglishgrammarteaching,mostofthemarenotquiteclearabouttheapplicationofmultipleintelligencetheorytotheteachingofEnglishgrammar.ThethesisaimstostudytheproblemsofstudentsinEnglishgrammarlearning,theproblemsofteachersinEnglishgrammarteachingandtheadvantagesofapplyingmultipleintelligencetheorytotheteachingofEnglishgrammar.Forthisresearch,twoclassesingradeseveninXiaoGuanjuniormiddleschooltookpartintheempiricalresearch.Theauthorusedqualitativeandquantitativeresearchmethodsfordatacollectionandanalysis.Thetoolsusedincludequestionnaire,students’interview,teachers’interview,students’multipleintelligencescale,EnglishgrammartestandSPSSdataanalysissoftware.IntheapplicationofmultipleintelligencetheorytotheteachingpracticeofEnglishgrammar,theauthorfirstlysurveyedstudents’cognition,interest,learningmethods,learningtimeandlearningeffectofEnglishgrammar.Afterthat,theauthorsurveyedteachers’understandingofjuniormiddleschoolEnglishgrammarteaching,teachingmethodsandgrammarteachingeffect.Besides,theauthorsummedupEnglishgrammarteachingandlearningproblemsofteachersandstudents.Atthesametime,theauthorinvestigatedandevaluatedstudents’multipleintelligencetendency,sortingstudents’multipleintelligencetendency,sothattheteachercouldtakeeffectiveteachingmethodsforthepurposeofimprovingthescoresofstudents’Englishgrammar.ThespecificimplementationstepsaboutapplyingmultipleintelligencetoEnglishII grammarteachingareasfollows:(1)Accordingtostudents’multipleintelligenceorientation,teachersselectsuitableteachingmethods;(2)Accordingtotheteachingmethodandteachingcontent,teacherscollectrelevantteachingmaterials;(3)Writetheteachingplansaboutusingmultipleintelligencetheory;(4)Usemultipleintelligencetheorytoguideteaching;(5)Interviewstudentsafterusingmultipleintelligencetheorytoteach;(6)Giveagrammartestafterusingmultipleintelligencetoteach.TheresultsofthedataanalysisshowthattheapplicationofmultipleintelligencetheorytoEnglishgrammarteachinghasthefollowingadvantages:(1)Studentshavemoreopportunitiestoparticipateintheclassroomteaching;(2)Students’interestinEnglishgrammarlearningisincreased;(3)StudentsmastermorewaystolearnEnglishgrammar;(4)Students’Englishgrammarscoresaregenerallyraised.Keywords:multipleintelligencetheory,Englishgrammarteaching,empiricalresearchIII 摘要新课程标准给我们的启示是不仅要注重学生语言知识的学习，还要注重提高学生的语言能力。在教育学生的过程中，要关注到学生的个体差异。加德纳的多元智能理论认为每个人都有八种主要智能，它强调了个体的差异性，也强调了个体的能力，新课程标准的理念与加德纳的理论有异曲同工之妙。以往在教学研究方面有不少论文，有的关注词汇，有的关注口语，有的关注阅读，有的关注写作，而这篇论文主要是对语法教学进行研究。在实际的英语教学中，语法学习是重点也是难点。英语教师和学生在教学和学习中也遇到了各种问题，尽管老师们就英语语法教学有所研究，但把多元智能理论应用到英语语法教学中的却很少。本篇论文旨在研究学生在英语语法学习中存在的问题、教师在英语语法教学中存在的问题以及将多元智能理论应用到英语语法教学中的优点。本篇论文对小关初级中学七年级的两个班级进行实证研究，采用了定性研究和定量研究的方法进行数据的收集和分析。其中用到的工具有问卷调查、学生和老师的采访、学生的多元智能量表、英语语法试卷、SPSS数据分析软件。在将多元智能理论应用到英语语法教学的过程中，作者首先就学生对英语语法的认知、兴趣、学习方法、学习时间和学习效果进行调查，之后又调查老师们对初中英语语法教学的认识、采用的教学方法、语法教学的效果，总结出老师和学生在英语语法教学和学习方面存在的问题。与此同时，作者对学生的多元智能倾向进行调查和评估，并对学生总体的多元智能倾向进行排序，以便在教学过程中采取针对性的教学方式，进而达到提高学生英语语法成绩的目的。将多元智能理论应用到初中英语语法教学中的具体实施步骤如下：（1）根据学生的多元智能倾向选取适合学生的教学方式；（2）根据选定的教学方式和教学内容搜集相关的教学材料；（3）写应用多元智能理论的教案；（4）进行多元智能理论的教学实施；（5）进行多元智能教学后的学生采访；（6）进行多元智能语法教学后的教后测试。数据分析的结果表明将多元智能理论应用到英语语法教学中有以下优点：（1）学生有更多机会参与到课堂中；（2）学生对英语语法学习的兴趣提高了；（3）学生掌握了更多学习英语语法的方式；（4）学生的英语语法成绩普遍提高。关键词：多元智能理论；英语语法教学；实证研究IV ContentsAcknowledgements............................................................................................................................IAbstract............................................................................................................................................II摘要................................................................................................................................................IVContents...........................................................................................................................................VChapterOneIntroduction..................................................................................................................11.1ResearchBackground.........................................................................................................11.2ResearchPurpose................................................................................................................21.3ResearchSignificance.........................................................................................................31.4OrganizationoftheThesis..................................................................................................4ChapterTwoLiteratureReview........................................................................................................62.1TheValueofGrammarinEnglishTeaching.......................................................................62.2TheStudyValueofJuniorMiddleSchoolEnglishGrammarTeaching..............................62.3ResearchesAbroad..............................................................................................................72.4ResearchesatHome............................................................................................................82.5MultipleIntelligenceTheory.............................................................................................102.5.1BackgroundofMIT................................................................................................102.5.2EightKindsofIntelligences...................................................................................112.5.3FeaturesofMIT.....................................................................................................122.5.4PrinciplesoftheMIT.............................................................................................122.5.5EducationIdeaInfluencedbyMIT........................................................................132.5.6ApplicationsofMITAbroad..................................................................................142.5.7ApplicationsofMITatHome................................................................................152.6MultipleIntelligenceTheoryandtheReformoftheNewCurriculum.............................162.7NewCurriculumStandard’sGuidance..............................................................................17ChapterThreeResearchDesignandMethodology.........................................................................183.1ResearchQuestions...........................................................................................................183.2ResearchDesigns..............................................................................................................193.2.1QuantitativeDesign................................................................................................193.2.1.1Subjects.......................................................................................................193.2.1.2Instruments..................................................................................................203.2.1.3DataCollectionandDataAnalysis..............................................................213.2.2QualitativeDesign..................................................................................................223.2.2.1Participants..................................................................................................223.2.2.2Instruments..................................................................................................223.2.2.3DataCollectionandDataAnalysis..............................................................223.2.3TeachingDesignandTeachingProcedure..............................................................233.2.3.1EnglishTeachingDesignProcedureaboutMIT..........................................233.2.3.2PrinciplesofInstructionalDesign...............................................................243.2.3.3MakingFullUseofAdvancedInformationTechnology.............................253.2.3.4SettingUpaRelaxingClassroomAtmosphere...........................................25V 3.2.3.5TheStepstoCarryoutMIT........................................................................263.2.3.6TheTeachingPrinciplesofMIT..................................................................263.2.3.7ASampleTeachingPlanofMIT.................................................................283.2.3.8UsingDifferentIntelligencesinTeachingProcedure..................................30ChapterFourDataCollectionandDataAnalysis...........................................................................374.1ResultsandAnalysisofQuestionnaire..............................................................................374.2InterviewaboutTeachers..................................................................................................414.3TheResultofStudents’MultipleIntelligenceTrends.......................................................424.4TheResultandAnalysisaboutPre-test.............................................................................444.5TheResultandAnalysisaboutPost-test...........................................................................444.6InterviewaboutStudents...................................................................................................45ChapterFiveConclusion.................................................................................................................485.1ResearchFindings.............................................................................................................485.2ResearchLimitations.........................................................................................................485.3SuggestionsforFutureResearch.......................................................................................49References.......................................................................................................................................50Appendix1中学语法教学现状调查(学生问卷).........................................................................53Appendix2七年级上英语语法测试（1）...................................................................................55Appendix3七年级上英语语法测试（2）...................................................................................58Appendix4MultipleIntelligencesInventoryforLearners.............................................................61Appendix5学生的多元智能量表.................................................................................................64Appendix6TheResultofStudents’MultipleIntelligenceTrends.................................................67个人简历.........................................................................................................................................69VI ChapterOneIntroduction1.1ResearchBackgroundInanylanguage,languageruledecideshowweorganizelanguagetoexpressmeaningaccurately.Wecansaythatanybodywhomastersgrammarcanexpresshis/hermeaningproperly.Grammaristhemostimportantfactorforlanguagelearning.LikeUr.P.sayingthat,“Ifyoudon’tknowhowtoorganizevocabularies,youwillnotknowhowtousethem”.Vocabularyorderisakeyfactoringrammar.Thetwosentenceshavedifferentmeanings,like“ErnestHemingwaylikesJohn.”and“JohnlikesErnestHemingway”.Vocabularyvariationisanotherkeyfactoringrammar.Themeaningof“Thecowismad.”isdifferentfrom“Thecowsweremad.”Manylinguistsholdthatgrammarinlanguagesystemisthecoreofsyntaxandotherlanguagefactors.Ifapersonwantstounderstandalanguagecorrectlyorexpresshisorherideasclearly,itiscrucialtomastergrammarrules.Grammaristhehighgeneralizationandsystematizationoflanguagephenomena,therefore,learninggrammariseasierthanlearningotherlanguageaspects.Owingtoreasonsabove,manysecondlanguageteachingresearchstillpaymuchattentiontogrammarandgrammarlearning.(LvPeichen,2005:99-100)Althoughgrammarisveryimportantandisnecessaryforustolearn,manystudentsdonotwanttolearnit.Therearesomereasons.First,studentsthinkitisboring,theycannotunderstanditandcannotmasteritwell.Second,somestudentsthinkthateveniftheyhavepoorgrammarfoundation,othersalsocanunderstandthem;therefore,theyinevitablyneglectgrammar.Third,somestudentsthinkthattheircareerisnotrelevanttoEnglishinthefuture,sotheygiveuplearningEnglishgrammar.TeacherscannotteachEnglishgrammarwell.Someteachersthinktheyshouldteachgrammarrulesandletstudentsremember;someteachersthinktheyshouldnotteachEnglishgrammarbecausestudentscanacquireEnglishgrammarnaturally;someteachercannotfindsuitablewayforstudentstolearnEnglishgrammar,whichmerelyenablesstudentstoremembersomeofgrammarruleswithoutknowinghowtousethem.Owingtostudents’differentcognitionaboutEnglishgrammaranddifferentabilitytounderstandEnglishgrammar,theyhavedifferencesinEnglishgrammar1 learning.Teachers’differentviewsaboutEnglishgrammarandtheirdifferentteachingmethodsorabilityaboutteachingEnglishgrammarcausedifferentresultsaboutEnglishgrammarteaching.GardnerputforwardmultipleintelligencetheoryinthebookFramesOfMindin1983,inwhichhedefinedsomekindsofintelligence:linguistic,mathematical-logical,musical,verbal-linguistic,visual-spatial,bodily-kinesthetic,interpersonalandintrapersonalintelligence.Everyone’sintelligenceisdifferenttosomeextent,therefore,teachersshouldpaymoreattentiontostudents’differences.Bydoingthis,studentscanusethesuitableintelligenceandsuitablemethodstounderstandknowledgeandmasterit,whichwillleadteacherstoreachthehigherlevelofteaching.Undernewcurriculumstandard,studentsarethecenter.Accordingtostudentsdifferentcharacters,teachersshouldusedifferentmethods,resources,andwaystopromotestudents’development.AlthoughnewcurriculumstandardandMultipleIntelligenceTheoryindicatethatteachersshouldpayattentiontothedifferencesofstudentsandtakenewmethodstoteach,teachersalsohavemanyteachingproblems.Someofthemdon’tknowthenewteachingconcepts;someofthemdon’tknowhowtocarryoutthenewteachingtheoryinteaching;someofthemdon’tthinkthatthenewconceptwillbringmorebenefitsfortheirteaching.Inthepastyears,therearemanyresearchesaboutEnglishteaching.Someareonreading;someareonwriting;someareonspeaking;someareonvocabulary.AndtherearealsosomepapersaboutusingdifferentEnglishmethodologies,suchasResearchintoTaskBasedLanguageTeachinginEFLClassroomsUndertheNewCurriculumStandard,TheStudyofInteractiveTeachinginEnglishVocabularyLearning,TheEffectivenessofImplementingCooperativeLearninginEnglishReviewClassesofGradeThreeinJuniorHighSchools,etc.However,thereareafewpapersaboutusingMultiple-IntelligenceTheory(MIT)andtherearefewpapersaboutApplicationofMultipleIntelligencetoJuniorMiddleSchoolEnglishGrammarTeaching.Thustheauthorstartstheresearchonthisaspect.1.2ResearchPurposeInordertoknowwhetheritiseffectivetoapplyMITtoEnglishgrammarteachinginJuniormiddleschool,theauthorputsforwardthreequestions:2 1)WhatproblemsdostudentshaveinlearningEnglishgrammar?2)WhatproblemsdoteachershaveinteachingEnglishgrammar?3)WhataretheadvantagesofthemethodbasedonthetheoryofMI?TheauthorwantstoresearchandfindanswerstothesequestionstoletstudentssolvetheirproblemsstepbystepandhavemoreinterestsinlearningEnglishgrammar;andletteachersuseMITtomaketheirclassmoreinterestingandeffective.Englishisaninternationallanguage,solearningEnglishisimportantandnecessaryandlearningEnglishgrammarisalsoimportantandnecessary.IfwehavethegoodfoundationofEnglishgrammar,wecanspeakrightsentences,understandEnglishwell,writeperfectcompositionsandgetgoodgradesinexam.Throughthisresearch,theauthorwanttofindusefulinformationforteachersandstudentstoletthemmakeprogress.1.3ResearchSignificanceAreviewofthecurriculumprior2000(Wang,1999)indicatedthefollowingareasthatneededbeaddressed.First,therewasanoveremphasisonthedeliveryofknowledgeaboutthelanguagewhileignoringthedevelopmentofstudents’languageability.Secondly,therewasalackofconnectionbetweendifferentstagesofschooling.Thirdly,littleallowancewasmadeforcateringindividuallearnerdifferences.Fourthly,assessmentwasdonemainlyusingpaper-and-penciltestsfocusingmainlyonlanguageknowledge,givinglittleattentiontotheassessmentoflanguageability,andaffectivegains.(WangQiang,2006:41)Doingthisresearch,thesignificanceisthatEnglishteachersmustabidebyNewCurriculumStandardandtakenewandsuitablemeasuresforstudents’grammarlearning,thenstudentscanlearnEnglishgrammareasilyandcanuseitflexibly.Thatistosay,ifEnglishteachersfollowtheNewCurriculumStandard,therewillbesignificanceforteachersandstudents.ThisresearchwantstocombineMultipleIntelligenceTheorywithEnglishgrammarteaching.ThroughexploringhowtouseMITinteachingprocedure,findadvantagesaboutusingMITinteachingandimproveteachingefficiency.Inthisresearch,theauthorintroducessomesituationsaboutteachingEnglishgrammarabroadandathome,thedefinitionofMultipleIntelligenceTheory,researchinmultipleintelligenceabroadandathome.Bydoingthis,teacherswillrethinkEnglishgrammarteachingandunderstandMultipleIntelligenceTheory,whichwillbe3 afoundationforcarryingoutthisresearch.Thentheauthorsurveysstudents’recognitionaboutEnglishgrammarinXiaoGuanjuniormiddleschoolandsurveystudents’multipleintelligencetendencythroughmultipleintelligenceinventoryforjuniorstudentsinexperimentalclass.Afterthat,theauthorthinkshowtouseMITtoguideEnglishgrammarteaching,whichhasthepracticalsignificance.Atlast,theauthorsuppliesthemodelaboutusingMITinteaching,whichincludesthesteps,theprinciples,thesampleteachingplan,allkindsofactivities.Themodelsetsanexampleforteachers,whichwillbetheaidforteacherscombiningMultipleIntelligenceTheorywithEnglishgrammarteaching.Asforstudents,theycanknowthemselvesbymultipleintelligenceinventoryandtheycanusetheirstrongintelligencetolearn,whichwillbringbenefitsforthem.What’smore,owingtothechangeaboutteachingmethods,students’interestinEnglishgrammarwillchangeandstudentscanusemoremethodstolearn.1.4OrganizationoftheThesisThisthesisconsistsof6parts.Chapter1istheintroduction.Firstly,theresearchbackgroundisintroduced.TheresearchbackgroundintroducesthesituationsofEnglishgrammarteachingandthesituationsofEnglishgrammarlearningofthestudents.Secondly,thereistheresearchpurpose,whichincludesthreequestions.Thirdly,therecomestheresearchsignificance,whichincludestheoreticalandpracticalsignificance.Thelastbutnottheleastisorganizationofthethesis.Chapter2istheliteraturereview,includingthevalueofgrammarinEnglishteaching;themeaningofstudyonjuniormiddleschool’sEnglishgrammar;researchesabroadabouttheEnglishgrammarteaching;researchesathomeabouttheEnglishgrammarteaching;multipleintelligencetheory;backgroundofMIT;eightkindsofintelligences;featuresofMIT;principlesofMIT;educationideaisinfluencedbyMIT;applicationsofMITatabroad;applicationsofMITathome;MultipleIntelligenceTheoryandthereformofthenewcurriculum;newcurriculumstandard’sguidance.Chapter3istheresearchdesignandmethodology.Researchdesignsincludequantitativedesignandqualitativedesignandteachingdesignandteachingprocedure.Quantitativedesignincludesquestionnaireaboutstudents’Englishgrammar4 recognition,students’multipleintelligencetendency,theEnglishgrammartestforstudents.Theinstrumentsarequestionnaire,multipleintelligenceinventoryforjuniorstudents,pre-testandpost-test.Thequalitativedesignisinterviewaboutteachersandstudents.TeachingdesignandteachingprocedureintroducesEnglishteachingdesignprocedureaboutMIT,principlesofinstructionaldesign,makingfulluseofadvancedinformationtechnology,settinguparelaxingclassroomatmosphere,thestepstocarryoutMIT,theteachingprinciplesofMIT,asampleteachingplanofMIT,usingdifferentintelligencesinteachingprocedure,etc.ThestepstocarryoutMITincludeinspiringstudents’intelligences;strengtheningstudents’intelligences;usingmultipleintelligencesasmuchaspossible;leadingstudentstousemultipleintelligencesindailylife.TheteachingprinciplesofMITincludestudents-centeredprinciple,teachingstudentsaccordingtotheiraptitude,puttinglinguisticintelligencefirst,creatingtheactuallearningcontext,diversifyingtheevaluationmethods.Chapter4isdatacollectionanddataanalysis,includingresultsandanalysisofquestionnaire,interviewaboutteachersandstudents,students’multipleintelligencetrends,theresultandanalysisaboutpretestandpost-test.Theresultsandanalysisofquestionnaireincludesstudents’interestingandconfidenceinlearningEnglishgrammar,students’recognitionforEnglishgrammar,students’learningmethodsforEnglishgrammar,students’learningeffectaboutEnglishgrammar,timethatstudentsspendonEnglishgrammar,students’feelingforEnglishgrammar.Chapter5isconclusion.Theresearchfindingsaresummarized.Thentheresearchlimitationsarediscussed.Atlast,suggestionsforfutureresearchareputforward.5 ChapterTwoLiteratureReview2.1TheValueofGrammarinEnglishTeachingDescriptivegrammariansholdthatweshouldn’tpaymoreattentiontogrammar.WelearnEnglishtocommunicateandwiththedevelopmentofEnglish,somewordsmaydisappearandsomenewwordsmaybeproduced.What’smore,somestructuresmaydisappear.However,prescriptivegrammariansholdthatweshouldpayattentiontolanguagerules,bydoingthis,wecanavoiderrors,expressclearlyandletotherstounderstanduswell.Grammarhasthreecomponents:morphology(form),semantics(meaning),andpragmatics(use).Grammarcontrolsthesyntaxorwordordersthatarepermissibleinthelanguage.Italsocontrolstheconsistencyofsubjectandverbinasentence.Moreover,indiscourse,grammaralsoexhibitsitsfunctions.(LiXiaoyan,2011:7)Somepeoplesaythatifweknowalanguage,weshouldknowitsgrammar,vocabulary,discoursestructureanditsuseofrulesinculture.Thesefourfactorsdecidethatwecanuselanguageaccuratelyinspecificsituations.(LiuRunqing,2000:146)ThefamouslinguistE.G.Woodshassaidthatwhenwesayapersonknowsakindoflanguage,wemeanthathe/sheisabletoproducetargetlanguagewhichispermittedbygrammar.(1988:624)Fromabove,wecanseethatEnglishgrammarisimportant.2.2TheStudyValueofJuniorMiddleSchoolEnglishGrammarTeachingItwillbeanobstacletodevelopEnglishabilityifwearelackofgrammarknowledge.GrammarisvitalduringthetrainingofallEnglishskills.Grammarhelpsuslistentolanguagecontentsclearly.Whenwecommunicate,grammarhelpsusavoidambiguity.Duringreading,grammarhelpsusunderstandinformationaccurately.Whilewearewriting,grammarhelpsusexpressaccurately.Onlywhenstudentsmastergrammar,cantheyuselanguageproperlyandcantheyimprovethequalityoflanguageoutput.(ChenJianlan,2012:1)Inrecentyears,peoplepayattentiontoEnglishcommunication.Canale&Swain(1980)definescommunicationabilityandhethinksthatgrammaristhekeycomponentofcommunicationability.Heindicatesthattheusingofgrammar6 knowledgeisakey,whichbelongstoapartofcommunicationability.Leech(1983)putsforwardthatcommunicationprocedureisrestrictedbythreefactorsandoneofthefactorsisgrammar.Sohethinksthateffectivecommunicationisunifyingofmeaningandform.What’smore,grammarlearningcanpromotelearners’usinggrammarrulesflexiblytoexpressmeaning.Therefore,grammarprovidesconvenienceforcommunicationanditisalsothecrucialmeansofcommunication.Therefore,wecangettheresultsthatimprovingcommunicationabilityisnotinconflictwithgrammarlearning,butgrammarcanpromotestudents’communicationability.(ChenJianlan,2012:1)Weknowthatgrammarisveryimportant.Thereexistdifferencesbetweenlearningmothertongueandlearningforeignlanguage.Firstly,environmentisdifferent.Whenpeoplelearnmothertongue,theyhavelanguageenvironmentandtheyhavetheconditiontopractice.Inmothertongue’sacquisition,peoplecanformlanguagesensegradually.WhenChinesestudentslearnEnglish,theChinesegrammarisquitedifferentfromtheEnglishgrammar.Middleschoolstudentsmasterthesystematicgrammar,theycanorganizemorecomplexsentences,andexpresstheirideasindepth.Secondly,thelearningtimeisdifferent.Duringchildhood,peoplecanimitatelanguagewell.Whentheygrowup,theycancomprehendlanguagewell,buttheirimitatingabilitydecaysgradually.Injuniormiddleschool,studentshavetolearnlotsofcourses,grammarcanhelpthemmasteringlanguagestructureinashorttime.Ifwetrytoimprovecommunicationabilitywhileneglectgrammar,whichislike“Fishwithoutwater”.(Chenjianlan,2012:1)Grammarisoneoftheimportantpartsofthebasicknowledgeoflanguage.Grammariscrucialforevaluatinglearningresultsandthequalityoftest.Inatest,grammaralmostappearsineverytestquestion,suchasmultiplechoice,readingcomprehension,clozetest.Especiallyinreadingcomprehension,ifstudentswanttounderstandthemeaningoflongsentenceswell,theymustmastergrammar.(ChenJianlan,2012:2)2.3ResearchesAbroadTheissuethatwhetherweshouldlearningEnglishgrammarornothasbeenarguedforalongtime.Somepeoplethinkthatweshouldlearngrammar.Somepeopleholdthatit’snotnecessarytospendenergytoteachandlearnEnglishgrammar,becausewecanacquireitincommunication.WhileBurgess,J.&S.Etherington7 thinksthatthecentralquestionsindebatesarethedegreetoteachgrammarexplicitlyandtherelationshipaboutotherkeypointingrammarteachingandlearning(2002:433-458).Green,P.&K.Hechtputsforwardthatusingexplicitgrammarinstructionorimplicitgrammarteachingshoulddependondifficultdegreeofgrammarrules.Ifthegrammarrulesareeasy,wecanuseimplicitgrammarteachingbutifthegrammarrulesaredifficult,weuseexplicitgrammarteaching.(1992:168-184)In1990s,Schmidt’s“NoticingHypothesis”providestheoryfoundationforgrammarteaching.Hepointsoutthatinlanguagelearning,consciouslearningisnecessary.(Zhuyan,2012:7)Dekeyserputsforwardthatthelearningtaskwhichispayingattentiontolanguageoutputishelpfulforstudentspracticingthelanguageformstheyhavelearnedandusingthelanguageproficiently;however,thecomprehensivelearningtasksaremorehelpfulformasteringnewlanguageforms.(1995:379-410)Celce-MurciacommentsthatconspicuousandconvincingevidenceindicatesthatEnglishteachingwithoutgrammar,nomatteritisonthebasisofcomprehensionorcommunication,Englishteachingwillbeungrammaticalandwecallit“Pidgin”.It’sdifficultforstudentstopassthisstageandgetprogress.(1991:459-480)Reviewinggrammarteaching’sfunctioninforeignlanguagelearning,Spadafindsthatduringcommunicationlanguagelearning,thegrammarwhichistaughtbyteacherscanbekeptinmindforalongtimeandcanbeusedmoreaccuratelyinlanguageoutput.(1997:1-15)Swainstudiesimmersionprogramalotandhefindsthatalthoughlearnerslearnmuchaboutforeignlanguages,theycan’tbeproficientinthem,whichindirectlyprovesthenecessityoflearninggrammar.Inwesterncountries,neglectinggrammarteachinghaslastedseveraldecades.Now,thecommonideainforeignlanguageteachingfieldisthatinEnglishteaching,weshouldpayattentiontogrammarandgrammar’suse,whichchangesthetrendthatsomepeoplejustpayattentiontoteachingtogethighscores,butotherpeoplejustteachgrammartocommunicate.(ZhuYan,2012:7)2.4ResearchesatHomeInfluencedbyEnglishteachingmethodsatabroad,Englishteachingmethodssharethesimilardevelopmentstagesathome.Influencedbygrammar-translationmethod,teacherspayattentiontoEnglishgrammarteaching.Theypayattentionto8 teachlexicalandgrammarrulesandneglectspokenEnglishteaching.Withthedevelopingofcommunicativeteachingapproach,teacherspayattentiontocultivatestudents’communicativecompetenceinEnglish.Duringthisperiod,teacherspaylessattentiontogrammar-translationmethod.In1940s,withtheappearingoflistening-and-speakingteachinginabroad,foreignlanguageteachingathomealsobeinfluenced.Audio-lingualmethoddrawslearner’sattentiontosentenceexercisesandpaysattentiontodevelopstudents’listeningandspeakingskills.Ineachclass,teachersprovidesentencepatternsforstudentsandthenstudentslearnandpractice.In1970s,peoplepayattentiontocombiningaudio-lingualmethodwithgrammar-translationmethod,whichmeansthatteachersnotonlypayattentiontolearners’speakingskillsbutreadingandwritingskills.ThemaintextbooksareFamilyAlbumUSAandEnglish900.Intheearly1980s,influencedbycommunicativeteachingapproach,ourgovernmentissuesthreeoutlinesofthenine-yearcompulsoryforeignlanguageteaching.TheNine-yearCompulsoryEducationJuniorMiddleSchoolEnglishSyllabuspresents(2011)thatteachersshouldpayattentiontodevelopingstudents’languagecommunicativecompetence,whichistheguidanceforteacherstoteachEnglish.Undertheguidance,ourclasspresentsnewfeatures,whichismorecommunicative,structuredanddiversity.However,someteachersdon’tunderstandtheoutlineadequately.Theyjustpayattentiontocultivatestudents’communicativeability,whichmeansthattheypaylittleattentiontogrammarrulesandlexicon.Becauseofthis,thereoccursbadresults,whichisthatstudentsdon’tknowgrammarortheycan’tmastergrammarwell.Therefore,evenifstudentscanuseEnglishtocommunicate,theyalwayshavemistakesingrammar.Becauseofthis,theymayexpressambiguouslyandotherscan’tunderstandthem.Throughabove,wecanseethatinChina,therearealsotwoideas.Oneisthatteacherspayattentiontogrammarteachingwhichispayingattentiontolexicalandgrammar.Theotherispayingattentiontocultivatingstudents’communicativeability,butduringthisperiod,someteachersalwaysignoregrammar.(MaKunyi,2014)SomepeoplehavestudiedEnglishgrammarteaching.MaFukang(1998)setsanexampleabouthowtousesituationteachingstudents’grammarandthendiscussaboutgrammarrulesandletstudentspractice.WenWeijuan(2001)hasdoneanexperimentaboutcomparingtask-basedlanguageteachingwithgrammar-translation.Bydoingthisshefoundthattheformerisbetterthanlatterinteachingsubjunctive.ZhangRen(2004),Daiweidong,RenQingmei(2006)andChenLiping(2005)put9 forwardexplicit-interactivetaskmethodwhichexposesthatimplicitcognitionhasenlightenmentongrammarteaching.HuangHebinandZhaoMeijuanthinkthatteacherscanteachgrammarinlistening,speaking,readingandwriting.Whentheytrainstudentsability,theycanintroducerelativegrammarintime.What’smore,basingonstudents’cognitivepsychologyandcognitiveability,theyputforwardthatteacherscanuseconstructivismlearningtheorytoguidegrammarteaching.MaZhenminandAnMeihuaputforwardthatreformingEnglishgrammarteaching,weshouldreformguidingideology,teachingmaterialsandteachingmethodsandusecommunicativemethodtoteachEnglishgrammar.(ChenJianlan,2012:7)GaoXiaofangdidanexperimentaboutEnglishgrammardictation,bydoingthisshegottheresults:Englishgrammardictationishelpfulforimprovingstudents’abilityofusingEnglishgrammarintruecontext.(1998:32)Generallyspeaking,ChinesestudentshavedifferentlanguageenvironmentwithnativespeakerwhosayEnglish.InfluencedbyChineseandotherfactors,likealotofstudentsinaclassroom,ChineseteachersshouldfindsuitableEnglishgrammarteachingmethodsforChinesestudents.2.5MultipleIntelligenceTheory2.5.1BackgroundofMITHowardGardnerisapsychologistandprofessoratHarvardUniversity’sGraduateSchoolofEducation,aswellasCo-DirectorofHarvardProjectZero.In1979hejoinedateamresearchersattheHarvardGraduateSchoolofEducationthatwasaskedbytheBernardVanLeerFoundationoftheHaugetoworkonanimpressivetopic:TheNatureandRealizationofHumanPotential.Histaskintheteamwasauthoringofamonographonwhathadbeenestablishedinthehumansciencesaboutthenatureofhumancognition．GardnerputforwardmultipleintelligencetheoryinthebookFramesOfMindin1983,inwhichhedefinedthefirstsomekindsofintelligence:linguistics,mathematical-logical,musical,verbal-linguistic,visual-spatial,bodily-kinesthetic,interpersonalandintrapersonalintelligence.In1999,headdedaneighthintelligencetothelist:naturalistintelligence.(YouQiuxuan,2007:9)MITheorydefinesintelligenceas“theabilitytosolveproblemsthatoneencountersinreallife;theabilitytogeneratenewproblemstosolve;theabilityto10 makesomethingorofferaservicethatisvaluedwithinone’sculture”(Gardner,1983:77).IthasdifferentviewswithIntelligenceQuotient(IQ)Tests.Human’sintelligenceisanabstractability,whichcannotbesimplymeasuredbyIQtests.AccordingtoGardner,weshouldreconsideredourtraditionalteachingaims.Weshouldn’tjustpayattentiontostudents’highscores,becausetheirabstractabilityshouldn’tbemeasuredsimplybyIQtestorscores.Allofushaveeightkindsofintelligencesandwehavedifferentcombinationsofintelligenceinminds.Inteachingprocedure,teachersshouldtreatstudentsequallyandthereisnobadstudents.Owingtostudents’differentcombinationsofintelligenceinminds,teachersshouldtakediversitymethodstoteachstudentsandtomeetstudents’needsasmuchaspossible.2.5.2EightKindsofIntelligencesTheeightnative“intelligence”,whicharedescribedasfollows:1.Linguistic:theabilitytouselanguageinspecialandcreativeways,whichissomethinglawyers,writers,editors,andinterpretersarestrongin2.Logical/mathematical:theabilitytothinkrationally,oftenfoundwithdoctors,engineers,programmers,andscientists3.Spatial:theabilitytoformmentalmodelsoftheworld,somethingarchitects,decorators,sculptors,andpaintersaregoodat4.Musical:agoodearformusic,asisstronginsingersandcomposers5.Bodily/kinesthetic:havingawell-coordinatedbody,somethingfoundinathletesandcraftspersons6.Interpersonal:theabilitytobeabletoworkwellwithpeople,whichisstronginsalespeople,politicians,andteachers7.Intrapersonal:theabilitytounderstandoneselfandapplyone’stalentsuccessfully,whichleadstohappyandwell-adjustedpeopleinallareasoflife8.Naturalist:theabilitytounderstandandorganizethepatternsofnature(JackC.Richards,TheodoreS.Rodgers)TheMIpedagogyaimstomakelanguagelearnerabetterdesignerofhisorherownlearningexperiences.Amoregoal-directedlearnerandhappierpersonisheldtobealikelycandidateforbeingabettersecondlanguagelearneranduser.(JackC.Richards,TheodoreS.Rodgers,2008:115-118)11 2.5.3FeaturesofMIT1)Focusontheintegrity.Gardnerbelievesthattheseeightintelligentfactorsareequallyimportant,sohecalledongivingequalattentionfortheeightkindsofintelligences.2)Emphasizethedifference.Althougheachpersonhaseightkindsofintelligence,becauseofthedifferentenvironmentandeducationalinfluenceandrestriction,ineachperson’sbody,theseeightintelligencescombineindifferentwaysanddifferentdegree,soeachperson’sintelligencehasdifferentcharacteristics;therefore,thedifferencesshouldbepaidattentiontobytheeducator.3)Makethepracticebeoutstanding.Intelligenceistheabilitythatonepersoncansolvepracticalproblems.Itisalsotheabilitytoproduceandcreateeffectiveproductsforsociety.Itisalsotheabilitytosolvedifficultproblemsinreallifeandfindnewknowledge.4)Payattentiontothedevelopment.Thekeyforhuman’smultipleintelligencelevelistodevelop.(CuiXiaohong,2004:33)2.5.4PrinciplesoftheMITWehaveknownthecontentsofMItheory.NowwelearnprinciplesofMIT.ThefollowingprinciplesaregeneralizedfromJ.KeithRogers’opinions(2000:67)baseduponhisstudyofHowardGardner’stheory:1)Theintelligenceisnotsingular;intelligencesaremultiple.2)Everypersonisauniqueblendofdynamicintelligences.3)Intelligencesvaryindevelopmentbothwithinandamongindividuals.4)Allintelligencesaredynamic.5)Multipleintelligencescanbeidentifiedanddescribed.6)Everypersondeservesopportunitiestorecognizeanddevelopthemultipleintelligences.7)Theuseofoneoftheintelligencescanbeusedtoenhanceotherintelligences.8)Personbackgrounddensityanddispersionarecriticaltoknowledge,beliefs,andskillsinallintelligences.9)Allintelligencesprovidealternateresourcesandpotentialcapacitiestobecomemorehuman,regardlessofageorcircumstance.10)Apureintelligenceisrarelyseen.12 11)Thedevelopmentaltheoriesapplytothetheoryofmultipleintelligences.12)Anylistofintelligencesissubjecttochangeaswelearnmoreaboutmultipleintelligences.(ZhangXiaohong,2009:20-21)2.5.5EducationIdeaInfluencedbyMITAlthoughthetheoryofmultipleintelligenceisapsychologicalcategory,inthepast20years,thistheoryhasbeenapprovedinthewest.EspeciallytheUnitedStateseducationexpertsandeducatorshavebeenapproveditanduseitinschooleducationonmanyaspects,whichpromotetheperfectionoftheeducationalideaforthewholeschoolinAmerica.AndsomeprimaryandmiddleschoolsinTaiwan,HongkongandthemainlandChinahavetriedoutitandgetsomeachievements.1)TeachingaimaboutthetheoryofmultipleintelligenceAccordingtoMultipleIntelligenceTheory,theperformanceanddevelopmentlevelofeachstudent’sintelligenceisdifferent,butaslongasthereisappropriateexternalstimulusandindividualefforts,eachpersoncanstrengthentheirownintelligences.Therefore,thepurposeofeducationshouldnotonlyimpartknowledgeandskillsbutprovidethemultiplewaysaboutdevelopmentforalllearnersandpayattentiontocultivatestudents’deepunderstandingabilityforspecificthings,theabilitytothinkindependentlyandsolveproblems.2)TheideaofMultipleIntelligenceTheoryabouteducationandteachingThemainperformancebeforeusingMultipleIntelligenceTheorytoteachisthatallstudentslearnsamematerialsatthesametime.Thiskindofteachingactivityhavedeniedstudents’individualdifferencesandmadestudentsinasituationwhichtheylearnknowledgepassively.MultipleIntelligenceTheorycallsontreatingstudentsasthecenter.Educators’mainmissionistoteachstudentsinaccordancewiththeiraptitude,accordingtostudents’intelligentfeaturestohelpthemdeveloptheirintellectualpotential,sothateverylearnercanunderstandtheknowledgeintheirownwayandconstructtheirownunderstandingforthings.Bydoingthis,studentscanreallyunderstandknowledgeandcanusewhattheyhavelearnedinpractice,atthesametime,students’personalityandwisdomwillbedevelopedentirely.3)TheeducationcurriculumconceptaboutMultipleIntelligenceTheoryThecourseteacherusuallyteachisbasedonasinglesubjectandbasedonthedisciplineofthelogicalsystem,thus,itisdifficulttorealizethefulldevelopmentofstudentsandindividual’sfulldisplay.ThecurriculumobjectiveofMultiple13 IntelligenceTheoryistodevelopstudents’multipleintelligences,andthecurriculumcontentisinnovative.Besides,thecurriculumcontenttreatstheproblemasthecenter.UsingMultipleIntelligenceTheorytoteachstudents,studentshavetheopportunitytouseanddeveloptheirownintelligenceswell.4)TheeducationassessmentofMultipleIntelligenceTheoryUsually,ourassessmentdependsonstandardizedtests,sotestisthesolecriterionforassessinglearners.Theevaluationmodelismechanicalandislackofrationality,objectivity.Theeducationalevaluationtheoryofmultipleintelligenceemphasizesthesubjectstatusoflearnersandadvocatesstimulatinglearners’wisdomandpromotingstudents’development.Therefore,thetheoryofMultipleIntelligenceadvocatesgivingstudentssituationalassessmentswhichareconsistentwiththelearningprocessandthroughanalyzingallkindsofteachingactivities,takemeasurestoimprovestudents’initiativeandconsciousnessforlearning.(CuiXiaohong,2004:34)2.5.6ApplicationsofMITAbroadWehavereviewedthetheory,wewillreviewthetheory’sapplicationsathomeandabroad.Sincethetheoryhasbeenproposed,educatorsathomeandabroadhaveshowngreatinterestinstudyingthistheory.Armstrongproposesthatlessonscanincludeallintelligences.Chantsandsongsaregoodlearningaidsforstudentstoremembersomething.Bodymovementsisalsohelpfulforcombiningconceptswithoperations.Lazear,in1999,showedteachersnewwaystouseeightintelligencescreatingtheirownlessons.Furthermore,heprovidesmodelsaboutcombiningMITwithteaching.Thesemodelsare:WholeSchoolFocusingModel,MILearningCenterModel,CurriculumPlanningModelandUnitExtensionModel.RichardandRodgersthinkthatMITcannotonlybeappliedtogeneraleducation,butalsotolanguageteaching.BermanisthefirstonewhoconnectsMITwithEnglishteaching.HedesignsdifferentMIclassroomactivitiestohelpteachersdevelopstudents’multipleintelligencesandinspiretheirlearninginterestsinEnglish.ChristisonisanotherscholarwhohaswrittenmanyarticlesaboutapplyingMItheoryinEFLeducation.Christisonprovidesforeignteacherssomeusefulways.Forinstance,theycanwritetheteachingtopicinapieceofpaperandthenusebrainstormingtoplanMIactivities.BasedonMIT,Altanputsforwardmultipleassessments,whichisusingportfolio,performanceassessmentandsomethingelsetogivestudentsamoreobjectiveandcomprehensivecomments.(2002:56-60)14 Campbellsuggestsusingcharts,dramaticpresentations,photographicessays,composingsongs,artwork,journals,debates,portfolios,self-assessments,peerassessmentsandothermethodstoassessstudents.(1996:8-18)Generallyspeaking,MITcreatesopportunitiesforeducatorsandencouragesthemtoconsiderteaching,learningandassessmentinadifferentwaytomeetdifferentstudents’needs.(Gouws,2007:60-74)2.5.7ApplicationsofMITatHomeMIThasbeenwelldevelopedandhasbecomeacompletetheoryintheUnitedStatesinthepasttwentyyears.However,itwasintroducedintoChinauntil1990s(Zhan,2003:37).Gardner’stheoryofMIiswellconsistentwiththe“qualityeducation”inChina.Itstressesthatstudents’intellectualabilitiesarediversity.Educatorsshouldn’tjustusescorestoassessstudents.ThistheoryhasgreatinfluencesonstudyandreformofChineseeducation.HuoLiyan(2000&2003)andXiaHuixian(2003)havemadealotofcontributionsonresearchinghowtouseMItheoryineducation.BytranslatingGardner’books,theyfirstlyacquiretheknowledgeofMITandthentheytrytocombinethesetheorieswithChinesecontext.LuoZhongmin(2002)discussesthesignificanceofMItheoryinEnglishteaching,andPeiZhengwei(2007)reviewstheliteratureabouttheapplicationofMItheoryinEnglishteachingabroadandhome.BothofthemcombinetheorywithChinesecontexttoprovidesomepedagogicalimplicationsforEnglishteachers.ZhangLu(2007)believesthattasksandactivitiesarenecessaryforEnglishteachingandgroupworkisalsonecessary.Shealsoproposessomestrategies,forinstance,teachersshouldcreatesituationsforstudents’linguisticdevelopmentandshouldpracticestudents’logicalintelligencewithquestioning,etc.WuBingru(2007)designsdifferentMIactivitiesandprovidessomeconcreteexampleswhichisrelativetotextbooksandcandevelopstudents’multipleintelligencesandarousetheirinterestinEnglish.FangLanandYangChenglin(2008)combinemusicwithEnglishteaching.TheytrytouserapinEnglishteaching.Thismethodisusefulformiddleschoolstudentstolearnliaisonandanythingelse.WangShiqing(2004)holdsthatteacherscancombinemulti-mediawithMItheorymeetdifferentstudents’needsandstimulatetheirlearningmotivation.Basedonthemethodofmultipleassessments,FangLingyanandPangHongwei(2001)proposessome15 pedagogicalimplications.First,theyshowthatitisimportanttoassessstudentsthroughconsideringtheirdifferences.Second,theybelievethattheassessmentusedinauthenticsituationcangiveteacherscomprehensiveinformationofstudents.HuoLiyan,ZhaoQingmei(2005)andLiFenghua(2003)alsoprovidestheiropinionsontheMI-inspiredassessment,Li(2003)insiststhatthegoalofassessmentisnotdividingstudentsintodifferentgroupsandrankingthemaccordingtotheirscores,buttellingteacherstotakepropermeasuresinteaching.FangYunduanandFengYidongsuggestthatteachersshouldtakestudents’learningstylesandintelligencesintoconsiderationwhenassessingstudents.Byanalyzingstudents’multipleintelligences,teacherscoulddesignclassactivitiesmoreefficiently.(2010:14-16）TheauthorintendstomakeastudyontheapplicationofMItheoryinEnglishgrammarteachinginjuniormiddleschool,hopingthattheresultsofthestudywillmakecontributionstoadvocateandapplyMItheoryinEnglishteaching.2.6MultipleIntelligenceTheoryandtheReformoftheNewCurriculumGardner’smultipleintelligencetheoryproposesnewinterpretationfortraditionalintelligenceconceptandprovidesastrongtheoreticalbasisandsupportforournewcurriculumreformabout“establishanevaluationsystemaboutpromotingall-rounddevelopmentofstudents”.Multipleintelligencetheorygivestherevelationforourcountry’spresentteachingreform,whichareasfollows:1)Positiveandoptimisticoutlookonstudents.Gardnerthinksthateachstudentisunique,sohehashisownstrongintelligenceandlearningstyles.Therefore,wehopeallstudentscangrowwell.Weshouldtreatstudentsequally,fullyrespecteachstudent’smentalcharacteristicsandmaketeachingbecomearealhappyteachingandsuccessfulteaching.2)Thescientificviewaboutintelligence.Foralongtime,schooleducationemphasizesonthecultivationofstudents’verbalintelligenceandmathematical/logicalintelligence,butneglectstudents’otherintelligences’developmentandcultivation.Accordingtomultipleintelligencetheory,wemustrecognizethediversity,universalityanddifferenceofstudents’intelligencesandcultivatestudents’multipleability.3)Conceptofteachingstudentsinaccordancewiththeiraptitude.Becauseeachstudent’sintelligenceisdiverseanditsmodeofactionisdifferent,teachersshould16 carryontheteachingaccordingtostudents’intelligencecharacteristicandbegoodatdealingwithdifferentstudentswhohavedifferentintelligencecharacteristics.Teachersshouldtakemultipleteachingpatternsandmethodsaccordingtostudents’superiorintelligence,sothatdifferentstudentscangetthebestdevelopment.4)Divergenceconceptsabouttalent.Thetraditionalviewisthatonlythepeoplewhoacceptuniversitycoursesaretalentedpeople,thatistosay,onlythroughgoingtouniversity,mayapersonbeatalentedperson.However,accordingtomultipleintelligencetheory,eachstudenthashisownintellectualsuperiority.Aslongasthesuperiorintelligenceisdevelopedreasonably,studentsarelikelytobecomeoutstandingtalent,sotheroadtobeatalentshouldbediversified.2.7NewCurriculumStandard’sGuidanceUndernewcurriculum,teachersshouldpayattentiontostudents’overalldevelopment.Undernewcurriculum,studentsarethecenter.Accordingtostudents’differentcharacters,teachersshouldusedifferentmethods,resources,andwaystopromotestudents’development.Teachersalsoshouldusevariousresourcessuchasbooks,televisions,magazines,videosandinternettoletstudentshaveopportunitiestolearnanduselanguage.Underteachers’guidance,studentsshouldparticipate,experience,practice,exploreandcooperatetodeveloptheirinteresting,theirself-confidence,theirskillsandabilities,broadentheirvisionsanddeveloptheireffectivelearningstrategiesandautonomouslearningabilities.What’smore,theimportantaimisthatteachersshoulddevelopstudents’comprehensiveusingabilitiesinlanguage.Teachersalsoshouldcultivatestudents’abilitiesaboutobserving,memorizing,thinking,imaginingandcreatingandhelpthemformhealthyviewsaboutlife.(Wangqiang,2006:42-44)17 ChapterThreeResearchDesignandMethodologyInthispart,theauthorwillintroduceherresearchdesignandmethodology.Theresearchincluding5steps,thefiststepistointroducequestions:1.whatproblemsdostudentshaveinlearningEnglishgrammar?2.whatproblemsdoteachershaveinteachingEnglishgrammar?3.WhataretheadvantagesofthemethodbasedonthetheoryofMI?Thesecondstepistoinvestigate.Theinvestigateincludingstudents’researchandteachers’research.Students’researchincludesquestionnaireandthetestaboutmultipleintelligencewhileteachers’researchisinterview.Aftertheinvestigation,theauthorwilldesignaexperimentaboutstudents,whichisthethirdstep.Inthisstep,theauthorwillmakeapretestaboutstudentsintwoclasstoevaluatetheirgrammarlevelsandwilldesignteachingproceduretopromoteexperimentalclass’studentstolearnandthecontrolclasswillbetaughtbytheotherteacher.Afterseveralmonths,theauthorwillmakethepost-testforcontrolclassandexperimentalclassandanalysistheirdifferences.Infourthstep,theauthorwillinterviewstudents’ideasaboutlearninggrammarunderMultipleIntelligenceTheory.Infifthstep,theauthorwillconcludetheresultsaboutquestionnaire,interview,pretestandpost-testtofindtheanswersaboutthethreequestionsandfindmeaningfulviewsforteaching.Buttheconcretedataanalysiswillbeintroducedinchapter4.3.1ResearchQuestionsInanylanguage,languageruledecideshowweorganizelanguagetoexpressmeaningaccurately.Wecansaythatanybodywhomastersgrammaristhattheycanusegrammartoexpressmeaningproperly.Grammaristhemostimportantfactorforlanguagelearning.Bynow,manyteachershasresearchedEnglishgrammarteaching,buttheymayresearchitfromotheraspects,suchas,thereflectionofEnglishgrammarteaching,Englishgrammarteachingundernewcurriculumstandard,thelearningoracquisitionaboutEnglishgrammar,EnglishgrammarteachingunderSituationalApproach,EnglishgrammarteachingunderAudio-lingualMethod,EnglishgrammarteachingunderGrammarTranslationMethod,etc.Andinjuniormiddleschool,someEnglishteacherareexperiencedteacher.Althoughtheyhavetaughtstudentsover20years,theyarelackofadvancededucationaltheory,thereforemanyteachershaven’ttaughtstudentsbyMultipleIntelligenceTheory.Thus,the18 authorwanttoresearchEnglishgrammarteachingunderMultipleIntelligenceTheory.AlthoughprimarystudentslearnEnglishfromthethirddegreesincetheSeptemberof2001,evensomestudentslearnEnglishearlier,whentheystart,theymaylearnEnglishwithenthusiasm,studentsmayloseinterestingwhentheymeetsomedifficulties.Insomedegree,Englishgrammarisquitedifficult.Somestudentsdon’twanttolearn;Somestudentsdon’tknowthemeaningoflearningEnglishgrammarandsomestudentscan’tmasteritwell.Besides,teachershavedifferentviewsaboutEnglishgrammarteaching.Someteachersthinktheyshouldteachgrammarrulesandletstudentstoremember;someteachersthinktheyshouldn’tteachEnglishgrammarbecausestudentscanacquireEnglishgrammarnaturally;someteachercan’tfindsuitablewayforstudentstolearnEnglishgrammar.So,theauthorputforwardthreequestionsasfollowingstoexploreanswersaboutEnglishgrammarteachingunderMultipleIntelligenceTheory.1)WhatproblemsdostudentshaveinlearningEnglishgrammar?2)WhatproblemsdoteachershaveinteachingEnglishgrammar?3)WhataretheadvantagesofthemethodbasedonthetheoryofMI?3.2ResearchDesignsTheresearchincludequantitativedesignandqualitativedesign.Thequantitativedesignisthesurveyofquestionnaire,testaboutmultipleintelligence,pretest,post-test.Thequalitativedesignisinterviewaboutteachersandstudents.3.2.1QuantitativeDesign3.2.1.1SubjectsInquestionnaire,thesubjectsaregrade8students.Theauthorchoose100studentsingrade8atrandom.Theydothequestionnaireandthereasonofchoosinggrade8studentsisthatinJuniormiddleschool,grade8isaturningpoint,studentsshouldlearnmoregrammarpoints,andthegrammarwillbemoredifficultthanthegrammaringrade7.Theylearngrammarmoretimethanstudentsingrade7;therefore,theyaremorefamiliarwithgrammarthanstudentsingrade7andtheymayformtheirviewsaboutgrammar.what’smore,theydon’thavethepressuretogotohighschool,sotheauthorthinkit’seffectiveaboutchoosinggrade8studentsassubjects.19 Aboutthetestofmultipleintelligence,studentsinclass6grade7willtakepartin.Thatistosay,theclassthattheauthorteachwilltakepartin.Thereasontoteststudents’multipleintelligenceistoknowtheirdifferencesandknowtheirintelligencetrend,whichwillbehelpfulfortheteachertochooseteachingmethods.Inpretestandpost-test,2classesingrade7willtakepartin,oneofthemistheclasswhichtheauthorteach.Itisclass6.Thatistosay,class6istheexperimentalclass.Whiletheotheristheclasswhichistaughtbyanotherteacher.Itisclass3.Thatistosay,class3isthecontrolclass.Beforetheexperiment,theauthorwillletstudentsinthesetwoclassestakepartinthepretestandevaluatetheirgrammarlevels.Afterthat,theauthorwilluseMultipleIntelligenceTheorytoteachstudents,whiletheotherteacherwillnotuseit.Thereasonofpost-testistoknowwhetherthedifferentteachingmethodscancauseobviousdifferencesamongstudents.Therefore,aftertheexperiment,studentswilltakepartinpost-testtovalidatewhetherthedifferenceshappened.3.2.1.2InstrumentsThereare19Multiplechoicesinstudents’questionnaire.Eachquestionhas4or5answers.TheyareA,B,C,DorA,B,C,D,Eandeachanswersteadsforstudents’differentcognitiondegreeforthequestion.Multiplechoicequestionsincludestudents’recognitionforEnglishgrammar,students’interestsinEnglishgrammar,students’learningmethodsaboutEnglishgrammarandstudents’problemsduringlearningEnglishgrammar.Throughquestionnaire’smultiplechoicequestionsandanswer,wecanobservestudents’wholedegreeandrecognitionforEnglishgrammar.WecananalysiswhetherstudentshaveinterestsonEnglishgrammarornot.WecananalysiswhatmethodsstudentsalwaysusetolearnEnglishgrammar.WecananalysiswhatproblemsstudentsalwaysmeetinlearningEnglishgrammar,etc.46studentsinclass6grade7takepartinthetestaboutmultipleintelligence.Inmultipleintelligenceinventory,thereareeightparts,whichstandforeightintelligencesandineachpartthereare6statementsandstudentscangettheirsoresineachpart.Afterthat,theauthorwillcalculatethetotalscoresabouteachintelligencetoevaluatestudents’intelligencetrend.Thepretestandpost-testaregrammartest.Ineachtestpaper,thereare4partsandthetotalscoreis100.InordertoassesstheEnglishgrammarlevelofthestudents,andfindoutwhethertherearedifferencesbetweenexperimentalclassandcontrolclass,Icarriedoutthepretest.Findoutifthegrammarlevelofthestudentsis20 improved,andtowhatextentthegrammarlevelofthestudentsisimproved,Iadoptedpost-test,then,toverifywhethertheexperimentalteachingmethodiseffectiveornot.Thepretestpaperconsistsoffourparts,whichinclude“multiplechoice”,“choosewordsintheircorrectforms”,“completethesentences”,“completethedialogues”.Thesequestionsaimtoteststudents’masterleveloffixedsentencetypes,fixedmatchesanddifferentformsofwordsandtheunderstandingofthecontext.Thepost-testpaperisalittlemoredifficultthanthepre-testpaper,andsentencetype-transfermodelaimstoassessthestudents’masterlevelandtheflexibilityofsentencestructuresoftransferringsentencetypes.Thetestnumbersofthetwopapersarenottoomany,whichcaneliminatestudents’senseofhorrorofgrammar,butalsocanteststudents’masterlevelofbasicgrammar.Accordingtothetestresults,teacherscanadoptsuitablegrammarteachingmethodstoimprovetheEnglishgrammarlevelofthestudents.3.2.1.3DataCollectionandDataAnalysisThequestionnairesweresentoutto100participantsinNo.1middleschoolinXiaoguantownin31August,2015．Theparticipantsanswerthequestionnaireintheirnormalclasstimewiththepermissionoftheircourseteachers.Beforetheytakepartintheresearch,theauthorgivethemashortandclearintroduction.Theiranswerisnotrightorwrong.Theyshouldfillintheirtrueideasandthetrueideaswillnotbringthembadresults.TheAuthorjustwanttoknowtheirideasaboutEnglishgrammar.Andtheresultsaboutthequestionnairewillbeusedinresearch.Duringtheprocessoftheparticipantsansweringquestionnaires,theresearcherkeepsstayingintheclassroomsandensureeverystudentsanswerthequestion.Afterthedataarecollected,allthequestionnairesareexamined.Forthemultipleintelligenceinventory,theauthoralsoexplaintostudentsthatthetestjustasurveyandtheyjustneeddoitandevaluatetheirintelligencetrends.Andafterpretestandpost-test,theauthorwilluseSPSS(StatisticsPackagefortheSocialSciences)forthedatacollectionandanalysis.Class6grade7andclass3grade7willtakepartinthepretestandpost-test.Firstly,descriptivestatisticssuchasnumbers,means,std.deviations,sig.areobtainedfromtheSPSSstatisticalpackage.Thentheresearcherusestheindependent-samplest-test.TheresearcherusesthestandardofP<.05totestsignificancethroughouttheresearch,whichindicatesthataresultisstatisticallysignificantifitcouldoccurred．21 3.2.2QualitativeDesign3.2.2.1ParticipantsTheparticipantincludesteachersandstudents.Ichoose3Englishteachersfromgrade7tograde9,onefromgrade7,onefromgrade8,andonefromgrade9.ThereasonthatIchoosethreeteachersisthattheycomefromdifferentgrades,sotheycanrepresentdifferentviewsaboutEnglishgrammarteachingindifferentstages.Andthereare9Englishteachersinthemiddleschoolandteachersarebusy,soit’snotsuitabletointerruptallteachers.Threeteacherswhocomefromdifferentgradescanberepresentative.Teacherswillanswerthreesamequestionsandtheymayhavedifferentanswers.Thoseanswerswillhelptheauthortoknowteachers’viewsaboutEnglishgrammarteachingandwhatmethodstheyhavetaken.Studentswillbeseveralstudentsinclass6grade7,theywilltakepartininterviewaftertheylearningEnglishgrammarunderMultipleIntelligenceTheory.TheymaygivetheirviewsaboutapplyingMultipleIntelligenceTheorytoEnglishgrammarteaching.3.2.2.2InstrumentsInqualitativeresearch,theinstrumentisinterview.Throughinterview,theauthorcanknowteachers’viewaboutEnglishgrammarteachinginjuniormiddleschoolandknowstudents’viewaboutlearningEnglishgrammarunderMultipleIntelligenceTheory.Thenumberofinterviewquestionsforteachersisthreeandthenumberofinterviewquestionsforstudentsisalsothree.Thefollowingistheinterviewquestion:Interviewquestionsforteachers:1)WhatdoyouthinkaboutEnglishgrammarteachinginmiddleschool?2)WhatmethodsdoyouusetoteachEnglishgrammar?3)WhatistheeffectaboutEnglishgrammarteachinginmiddleschool?Interviewquestionsforstudents:1)HowdoesMultipleIntelligenceTheorybasedgrammarteachingdifferfrompreviousteaching?2)WhatadvantagesdoyouthinklearningEnglishgrammarunderMultipleIntelligenceTheoryhave?3)WhycanthiskindofteachingbehelpfulinEnglishgrammarlearning?3.2.2.3DataCollectionandDataAnalysisTheauthorinterview3teachersintheirfreetimeandtakenotesaboutwhatthey22 say.Beforetheyareinterviewed,theauthorgivethem3interviewquestionstoletthemhavetimetoprepare.Theywillbetoldthattheirindividualinformationwillbekeptconfidential.Afterthat,theauthorwillanalysistheirideas.Forstudents,theauthorinterview3studentsinexperimentalclassandwritedownwhattheysay.Studentswillbetoldthattheiranswerswillbemaintainedsecrecyandnomatterwhattheiranswersare,theywillbenotinfluenced.Afterthat,theauthorwillanalysisandconcludetheirideas.Theiropinionswillbehelpfulfortheresearch.3.2.3TeachingDesignandTeachingProcedure3.2.3.1EnglishTeachingDesignProcedureaboutMITMultipleIntelligenceTheoryincludes8intelligences,whicharelogical/mathematicalintelligence,visual/spatialintelligence,bodily/kinestheticintelligence,musical/rhythmicintelligence,interpersonalintelligence,intrapersonalintelligence,verbal/linguisticintelligenceandnaturalistintelligence.IfteacherswanttouseMultipleIntelligenceTheorywellinteachingprocedure,teachersshouldpayattentiontoMultipleIntelligenceTheoryandstrengthenconsciousnessonitfirstly.AndteachersshouldknowhowtouseMultipleIntelligenceTheoryintheirteachingprocedures.Therefore,whenteachersreadteachingmaterials,theyshouldthinkthatinthematerial,whichintelligencewillbesuitableandwhatstepstheywilltaketocarryoutit.Suchas,whenthematerialissimple,regularandwecanmakesentencesrhythmically,wecanusemusicalintelligence.Whenthematerialisdifficult,thenteachersshouldleadstudentstoanalysisandcomprehend,wecanuselogicalintelligence.Whenthematerialneedsstudentstofinishbycooperatingwithothers,wecanuseinterpersonalintelligence.Soaccordingtodifferentmaterials,teachersmayusevariousintelligences;therefore,inoneclass,theteachermayusemorethanoneintelligence.UsingMultipleIntelligenceTheoryinteachingprocedurerequirehighprofessionalqualityandvariousabilities.Teachersneedtoanalysismaterials,confirmwhichintelligencetouse,collectiverelativematerialsaboutMultipleIntelligence,suchasmusic,photos,pictures,thingsandsoon.What’smoreteachersneedtoplanhowtomakefulluseofmultipleintelligencesinteachingprocedureandhowtomaketheclassbeactiveandeffective.Suchas,atthebeginningoftheclass,teacherscanplayasongordiscusssomethingwhichisrelativetotheteachingmaterialtomotivatestudentspassions.Teachersneedtothinkthesequestionssynthetically.23 3.2.3.2PrinciplesofInstructionalDesign1)SystemPrincipleWhenateacherwritesateachingplan,ontheonehand,theteachershouldconsiderhowtoarrangeteachinglinksandprocedures,thatistosay,foranalysinganddesigningteachingaims,choosingteachingmethods,media,testingandevaluatingforteachingaims,allteachingstepsshouldbelinked.Thecompletionofthelaststepshouldbehelpfulfornextstep.Ontheotherhand,theteachershouldconsiderallfactorswhichinfluenceteaching,suchas,therequirementofsocietyandcountry,characteristicsofstudents’physicalandmentaldevelopment,teachingmaterials,teachingaidsanduniqueteachingenvironment.Onlyteacherunitestheminwholeteachingdesignharmoniously,canteacherachievestherequirementsoftheoptimaldesign.2)PrincipleofOptimalityIntheory,teachingdesignisasystematicproject.Allsystemsarearrangedinanorderlymanner.Thelastsysteminfluencesthenextsystemandthenextsysteminfluencesthelastsystem.Accordingtotheproceduralcharacteristicsofteachingdesign,teachingdesignshouldreflectprocedureandlinktoensurethescientificteachingdesign.Inpractice,eachclassroomincludesteachinglinkswhichhavedifferenttasksandfunctions.Althoughthearrangementoftheselinkswillchangebecauseofdifferentclass,animportanttaskforteachingdesignistomakeproperarrangementsfortheteachingtomaketheirownteachingplansaresequential,soastoreducemisuseofteachingtimeandwasteofresource.3)PrinciplesofAcceptabilityforTeachingObjectivesandContentDesignIntheteachingdesignsystems,teachingaimrestrictsothersubsystems.Teacher’steachinggoalshouldincludetheknowledge,skillorattitudewhichcanbeacceptedbystudents,whichdecidestheeffectivenessofteaching.Generallyspeaking,theteachingobjectivesshouldbeconsistentwiththedevelopmentlevelofstudents’mental.Thedifficultyoftheteachingcontentandformshouldbebasedonthereallevelofstudents.Thespanshouldbemoderateandsuitforzoneofproximaldevelopment.Ifteachercaterstostudents’negativedemand,evaluatesstudents’acceptableabilityincorrectlyandadoptsunsuitableteachinggoal,whichwillbenotconducivetostudent’slearninganddevelopment.4)TheDiversityPrinciplesabouttheDesignofTeachingMeasureThediversityaboutthedesignofteachingmeasureisthattheorganizationalformaboutteachingactivities,teachingmethods,teachingmediashouldbechoseand24 appliedaccordingtoteachingtasks,studentscharacteristicsandthecharacteristicsaboutallteachingmethodsandmedia.Onlychooseandapplythemflexibly,canteachersmakesuretheteachingeffectisthebest.3.2.3.3MakingFullUseofAdvancedInformationTechnologyTheNewNationalEng1ishCurriculumCriteriainChina(2001)emphasizesthat“theextensiveuseofadvancedinformationtechnologyshouldbeencouraged;thecomputerandweb-basedEnglishteachingshouldbepromoted;themiddleschoolsshouldremoldtheexistingunitaryteacher-centeredpatternoflanguageteachingbyintroducingnewteachingmodelswiththehelpofmultimediaandnetworktechnology.”(TangLina,2005).Richlearningresourceswillfullymeettherequirementsofdifferentintelligencelearners.Englishteachersshouldtrytheirbesttomakecontentsbeabundanttomeetdifferentstudents’requirementsanddevelopstudents’intelligenceaspossibleastheycan.Forsciencestudentswhohavelogicalreasoningandmathematicalabilityandaregoodatanalyzingandconcluding,teachersshouldmaketheteachingmaterialbelogical.Andforstudentswhohavestrongabilitytodistinguishsoundandinitiatesound,teachersshouldincreasemusicalmaterialsinteaching.Bydoingthis,teacherscanmeetdifferentstudents’intelligences,spurstudents’learningpotentialandimprovestudents’learningefficiency.Languagematerialsonthewebarewideandhaveallkindsofforms,what’smore,theyarerealandhavedifferentdifficultdegree.Multimedia’sadvantagesdependondiversifiedteachingmeasures,throughwhichstudentscanlistentoaudiomaterials,watchvideoshows,etc.（XuHebing,ZhaoHe,2008:134)3.2.3.4SettingUpaRelaxingClassroomAtmosphereInourcountry,inmodernforeignlanguageteaching,wehavetreatedlanguageasacommunicatinginstruments.Ouraimisnotonlycultivatingstudents’listening,speaking,readingandwritingkills,butteachingthemtousetheseskillsflexiblyinEnglishcommunication.Therefore,Englishteachingisaprocessaboutinterpersonalinteraction.Theclassisinfluencedby“socialpsychology”.Effectiveteachingdependsonharmoniousatmosphere.Inclass,teachersconveyinformationandtrainskillswithemotioncommunication.Iftheemotionisoptimistic,whichcanspurstudents’motivation,keepstudents’attentionandhobbiesandspurstudents’aspirationforknowledge.What’smore,itcaneliminatepsychologicalbarriersandincreasestudents’satisfactionforlearning.But,ifwehavelittleemotion25 communicationorhurtstudents’emotion,whichwillincreasestudents’burdenanddecreasestudents’studyenthusiasm.Moderneducationalpsychologyalsoindicatesthatgoodclassroomatmosphereistheimportantconditionstoensurethesmoothprogressofclassroomteachingandimproveteachingquality.ThereisnodoubtthatteachingunderMultipleIntelligenceTheorywillsetupflexibleandrelaxingatmosphereforstudents.3.2.3.5TheStepstoCarryoutMITDifferentpeoplehasdifferentmethodstocarryoutMIT.Now,Iwanttointroducemysteps.Thereare4stepsinmyteachingprocedurewhenusingMIT.Thefirststepistospurstudents’intelligencesthroughactivitiesorexercises,suchasusingmusicordiscussingordoingexercises.Thesecondstepistostrengthenstudents’intelligences.Inalloftheclass,teachersshoulduseMIT,thus,students’intelligencecanbestrengthened.Thethirdstepistousemultipleintelligencesaswecanaspossible.Ineachclass,teacherneedspurstudents’morethanoneintelligence.Therefore,students’multipleintelligencescanbespurred.Thefourthstepistoleadstudentstousemultipleintelligencesindailylife.Studentsarecivilians,sotheirlearningaimisnotonlyknowledgebutlivingintheworldwell,thus,studentstransfermultipleintelligencesfromclasstodailylife.3.2.3.6TheTeachingPrinciplesofMITIneachclass,teachersshouldobeysometeachingrules.TheauthorsummarizessomeprinciplesfromXiaoXinzhengandZhangYiwenandconcludessomeprinciplesafterteaching.Thefollowingare5principles:1)Students-centeredPrincipleMultipleIntelligencetheoryishuman-centered.“teachforthemultipleintelligences”and“teachaccordingtomultipleintelligences”,whichrequirethatallteachingactivitiesdependontherealsituationofstudents.TraditionalEnglishgrammarteachingismostlyteacher-centered.Now,weshouldpayattentionto“studentcentered”form.DuringtheprocessofusingMultipleIntelligenceTheorytoteach,teachersshouldhavetheconsciousnesstostimulatestudents’intelligenceandfindstudents’superiorintelligence.Andteachersshouldhelpstudentsusesuperiorintelligencetolearn,whichwillmakeEnglishgrammarclassbefullofenergyandhappiness.Students’intelligencesareimprovedanddeveloped,what’smore,students26 becomemoresmartandmorecreative.2)TeachingStudentsAccordingtoTheirAptitudeTheaimofEnglishgrammarteachingunderMultipleIntelligenceTheoryisdiggingstudents’languagetalent,maximizingeachstudent’sintelligencesuperiority.Therebyimprovegrammarteachingefficiencysignificantlyandcultivatestudents’self-learningabilityandEnglishcomprehensiveapplicationability.Therefore,juniormiddleschoolEnglishgrammarteachingunderMultipleIntelligenceTheoryshouldfollowthe“principleofteachingstudentsinaccordancewiththeiraptitude”.DuringtheprocessofjuniormiddleschoolEnglishgrammarteachingunderMultipleIntelligenceTheory,Englishteachersshouldtakecareofstudents’differentintelligentcombination,carefullydesigndiversifiedteachingmethods,sothatstudentscanusetheirsuperiorintelligencestolearnEnglishgrammar.Soastopromotethelearningefficiencyandenthusiasmofstudents.Inrecentyears,thestudyofEnglishteachingunderMultipleIntelligenceTheoryindicatesthatwhenstudentsusemoresuitablemethodstolearn,theywillcomprehendmore.3)PuttingLinguisticIntelligenceFirstJuniormiddleschoolEnglishgrammarteachingunderMultipleIntelligencemanymeasuresormultimediatoteachEnglishgrammar(Gardner,2000).ThecoretaskofEnglishgrammarteachingbasedonMultipleIntelligenceTheoryisgrammarteaching.Therefore,linguisticintelligenceiscrucialintelligenceinmultipleintelligencesteachingprocedure.WhenteachersteachEnglishgrammarunderMultipleIntelligenceTheory,ifotherintelligenceshaveconflictswithlinguisticintelligence,teachersshouldobeytheprinciple“Linguisticintelligencepriority”,andthenconsiderwhetheritcanalsopromoteotherintelligences’developmentinteachingdesign.4)CreatingtheActualLearningContextEnglishisnotourmothertongue,sowelearnitjustinclass.EnglishisdifficultformanystudentsandEnglishgrammarespeciallyisdifficult.Teacherspayattentiontosetuptherealsituationforstudents,whichnotonlyincreasetheinterestoftheclass,butstudentscanunderstandgrammarinreallanguageenvironment.Settingarealenvironmentlike:whenstudentslearnhowtofindthings’owner,theteachercandividethemintoseveralgroupsandletthemcollecttheirthings,likerulers,books,erasers,etc.Theneachstudenthasopportunitiestoaskothersandeachstudenthasopportunitiestoanswerothers.Ifthereare4studentsinagroup,studentscan27 surroundacircleandthenstudent1canask“Isthisyourruler?”student2cananswer“Yes,itis.It’smine.”or“No,itisn’t.It’shers.”andstudent2canaskstudent3“Isthisyoureraser?”student3cananswer“Yes,itis.It’smine.”or“No,itisn’t.It’shis.”Thenstudent3asksstudent4.Student4answers.Afterthat,student4asksstudent1andstudent1answers.Thisactivitywillmakestudentsbeactiveandstudentswilllearnithappily.What’smore,inarealsituation,studentscanmastergrammarwell.5)DiversifyingtheEvaluationMethodsAccordingtoMultipleIntelligenceTheory,themainaimofevaluatingisthatgivestudentsfairandpositivecommentsforstudents’allintelligences’developmentandpromotestudents’overalldevelopmentandthedevelopmentofhealthypersonality.Therefore,juniormiddleschoolEnglishgrammarteachingunderMultipleIntelligenceTheory,studentsshouldgetevaluationofvariousanglesandforms.Ontheonehand,theteacherandclassmatescanassessthelearningeffectofstudents’Englishgrammar.Ontheotherhand,teacherscanteststudentsbyothermethodsbesidestraditionalmethods,suchas:givingstudentsfairandpositiveevaluationforperformance,role-play,creationofaworkinlearningprocedure.EnglishgrammarteachingunderMultipleIntelligenceTheory,evaluationforstudentsatvariousanglesandformswillpromotecultivatingstudents’comprehensiveabilityonEnglishlanguageandpromotestudents’developmentofhealthypersonality.3.2.3.7ASampleTeachingPlanofMITTeachingcontent:Unit3Isthisyourpencil?SectionA(1a-2c)Teachingaims:Knowledgeaims:1.Studentscanidentifyandspellthesewords:pencil,pen,pencilbox,schoolbag,book,etc.2.Studentscanusegeneralquestiontoidentifytheownerofthingsandanswercorrectly.Emotionaims:1.Cultivatestudents’abilityofpackingupthings.2.Cultivatestudents’meritofreturningthingstothepeoplewholostthings.Abilityaims:1.Studentsmatchwordswithpicturesin1a(Matchthewordswiththethings)topracticetheirobservingabilityandimprovetheirspatial28 intelligence.2.Studentslistentolisteningmaterialstopracticetheirlisteningabilityandimprovetheirmusicalintelligence.3.Studentspracticedialoguesingrouptopracticetheircooperativeabilityandimprovetheirinterpersonalintelligence.Teachingkeypointsanddifficultpoints:Studentscanusegeneralquestiontoidentifythings’ownerandanswercurtly:Isthisyourpencil?Yes,itis.It’smine./No,itisn’t.It’shis.Teachingmethods:TBLTandteachingunderMITTeachingaid:PPTTeachingprocedure:1.Studentsreadtheirlearningaims.2.Studentsreadthewordsandknowthemeaningaboutthesewords.3.Studentsobservethepictureandmatchwordswithpicturesin1a.4.Studentspracticeconversationswiththeirpartnersin1aandmaketheirownconversations.5.Studentslistenlisteningmaterialsin1bandlearnthedifferencesbetweenadjectivalpossessivepronounandnominalpossessivepronounwhichhascharacteristicsofnouns.6.Fourstudentsinagroupandtheycollectthingssuchasruler,pen,pencil,pencilbox,etctopracticehowtofindthings’ownerandthentwoormoregroupsperformittootherstudents.7.Studentslistentolisteningmaterialsin2aand2banddoexercises.8.Threestudentsinagrouppracticeconversationsin2b.Blackboarddesign:Unit3Isthisyourpencil?Words:pencil,pen,pencilbox,schoolbag,book,......mymineyouryourshishisherhers29 itsitsourourstheirtheirsA:Isthisyourpencil?B:Yes,itis.It’smine.(mypencil)A:Isthatyourschoolbag?B:No,itisn’t.It’shis.(hisschoolbag)A:Aretheseyourbooks?B:No,theyaren’t.Theyarehers.(herbooks)Children’sDayTeachers’DayParents’roomMary’sbookHomework:Reviewourdialoguesinclassanddoexercisesinyourworkbook.3.2.3.8UsingDifferentIntelligencesinTeachingProcedureSpatial/VisualIntelligenceSpatial/VisualIntelligenceisthatpeoplearesensitivetospace,shape,line,colorandform.Someactivitiescanbedonetoimprovestudents’thisintelligence,likedescribingpictures,conveyingspatialideas,etc.Example1:WhenIteachdemonstrativepronoun“this,that”,Iusethemintruecontext.Ipointtoagirlatnearandsay“Thisgirlisbeautiful”andIpointtoagirlinthedistanceandsay“Thatgirlislovely”.WhenIreviewthisknowledge,ImakePPTforthem.Atnear,thereisapen.Wesay“Thisisapen”.Inthedistance,thereisabook.Wesay“Thatisabook”.Bydoingthistheycanmasterthemwell.Example2:WhenIteachpreposition“on,in,under”,Iusepicturetoexplainthem.Thefollowingsarepictures:30 Wecanseeinthefirstpicture.Onthetable,thereisasetofkey.Iexplaintostudents:Ifsomethingisinorintoapositioncovering,touchingorformingpartofasurface,wecanuse“on”.Inthesecondpicture,thereisaballunderthetable.Iexplaintostudents:Ifsomethingisin,toorthroughapositionthatisbelowsomething,wecanuse“under”.Inthethirdpicture,wecanseethatthereisapencilboxintheschoolbag.Iexplaintostudents:“in”means“atapointwithinanareaoraspace”inEnglish.Wecanuseitlikethis:“It’sinthatdrawer,orit’sinyourroom,etc.”InterpersonalIntelligenceInterpersonalIntelligenceisthatpeoplecanunderstandotherswell,communicatewithotherswellandcooperatewithotherswell.Studentscandogroupworkandcooperativelearningtoimprovethisintelligence.Ineachunit,insectionA1cand2carepracticesand2disrole-play.So,studentsalwayshavechancetopracticewiththeirpartnersandstudentshavechancetoshow.Iftheydowell,Iwillencouragethem;therefore,studentsarealwaysactive.Throughthismethod,studentsnotonlyinteractwithothers,buthavechancetopracticebeingbold.What’smore,practicingdialogueswithpartnersisnotboring,whichcanalsodecreasestudents’anxietyandincreasestudents’confidence.Example1:Unit5Doyouhaveasoccerball?InsectionA(2C),thereisapairwork,sostudentscanpracticeitwiththeirpartners.Directions:Using“Doyouhavea...”“Yes,Ido./No,Idon’t.”practiceandmakeyourownconversations.Duringtheconversation,youshouldtrytocooperate31 withyourpartnerswell.Afterthepractice,youshouldshowyourselvesintheclass.Youcanpracticelikethis:Doyouhaveabasketball?Yes,Ido./No,Idon’t.Doyouhaveabaseball?Yes,Ido./No,Idon’t.Doyouhaveabook?Yes,Ido./No,Idon’t.Dotheyhaveasoccerball?Yes,theydo./No,theydon’t.Doeshehaveapairofshoes?Yes,hedoes./No,hedoesn’t.Doesshehaveabook?Yes,shedoes./No,shedoesn’t.Example2:Anotherwaytopracticegrammaringroup.Directions:Askyourclassmatesaboutthefoodinthechart.Findoutwhattheylikeanddon’tlike.Now,thereareseveralgroupsinourclass.Use“Doyoulike...”tosurveyotherstudentsinyourgroupinturn.Youshouldfillinthechartafterthesurvey.Youmayusethesewordsandsentences:“tomatoes,hamburgers,bananas,Frenchfries,pears,salad,eggs.”,“Doyoulike...?Yes,Ido.No,Idon’t.”.MusicalIntelligencePeoplewhoaresensitivetorhythm,pitchandmelodyhavestrongMusicalIntelligence.Thisintelligenceincludestheseactivities:listeningtosongs,imitatingsongs,dictatinglisteningmaterials,etc.Example1:WhenIteach“Unit2Thisismysister”,beforeIstarttoteachthecontents,Iletstudentslookaflash“Thefamily”.Thisunitistolearnhowtointroducepeopletoothers.Studentsshouldlearnusing“Thisis......”structuretointroduceandintheflash,thereareallthestructure.Suchas,“Thisismama,kind32 anddear.Thisispapa,standingnear.Thisisbrother,seehowtall!Thisissister,notsotall......”.WhenIplaythisflash,Ifindstudentsobserveandsmile.Iknowthattheyareabsorbedinit.Afterthat,studentspractice“Thisis......”structureandpresentitactively,whichachievemypurpose.Example2:Wecanusejingletoteachstudentsgrammarpoints.Becausesomethingwhichisrhythmedismoreinterestingthansomethingwhichisunrhythmic.Inthisway,studentscanremembergrammarpointseasily.Thefollowingsarejingles:可数名词的复数变化规律：名词复数有规律，一般词尾加s；辅音字母+y型，变y为i+es；ch,sh真有趣，s,x,es；f,fe真小气，字母v来把它替，es在后别忘记；字母o来真神奇，有生命来es，没有生命+s.可数名词复数特殊变化规律：中日好友来聚会，绵羊、鹿、鱼把家回。男士、女士a变e；牙（齿）、脚双o变双e；孩子们想去天安门，原形后面ren老鼠本来爱大米，mice,ice和rice.注：中Chinese，日Japanese，好友people，绵羊sheep，鹿deer，鱼fish（这些单词单复数一样）man--menwoman--womentooth--teethfoot--feetchild--childrenmouse--miceExample3:Whenwelearnourmothertongue,wealwayslistenitfirstly.Becausewhenwearebaby,wedon’tknowhowtosay.Butwealwayslistenandimitate;therefore,wecanusethiswaytolearnEnglish.EnglishgrammarisboringformanyChinesestudents,soletstudentslistenmore,whichwillbeeffective.Directions:Listentothematerialthreetimes.Whenyoulistenatthefirsttime,youjustlistenthemainidea.Atthesecondtime,youshouldremembersentencestructures.Atthethirdtime,youshouldrememberthesentencestructuresagain.Afterthat,pleasewritedownthem.33 Listeningmaterial:Whenisyourbirthday?MybirthdayisNovember11th.WhenisLiuPing’sbirthday?HerbirthdayisSeptember5th.Whenisyourbirthday,John?It’sMarch21st.LinguisticIntelligenceLinguisticIntelligencerequiresthatonepersonhastheabilitytousewordseffectively,bothorallyandinwriting.Studentscandotheseactivitiestoimprovethisintelligence:tellingEnglishstories,takingnotes,understandingmaterials,makingadialogue,oraldebate,etc.Example1:Whenstudentsdosomeexercises,suchasmultiplechoice,fillintheblanks,theywilluselinguisticIntelligencefrequently.1.Jackismy____.A.sisterB.auntC.uncleD.parentsWhenstudentsdothisexercise,theyshouldanalysisthatJackisamale;therefore,theyshouldn’tchooseAorBfirst.Second,parentsisapluralbut“Jack”isasingularnoun,sotheyshouldn’tchooseD.TherightanswerobviouslyisC.2.JimandTimaregood____.A.brotherB.sisterC.friendsD.CousinInthisexercise,studentsshouldknowthat“JimandTim”isaplural.Observingit,onlyCistheformofplural,soCisright.3.Arethese____?A.yourpictureB.youpictureC.yourpicturesD.youpicturesInthisexercise,studentscanseethatbothAandBaresingular.SotheyshouldpayattentiontoCandD.ButDisalsowrong,becausetheformiswrong.Studentsshoulduseadjectivepossessivepronoun.4.Isthisherruler?Yes,itis.It’shers.5.IsthatEric’sschoolbag?No,itisn’t.It’sSally’s.Wecanseethatinexercise4,theansweris“Yes”.Butinexercise5,theansweris“No”.Therefore,weshouldadd“not”after“is”.Andinexercise4,accordingtotheformandmeaning,weshouldusepossessivepronoun“hers”.34 Example2:Studentscanpracticetheirlanguageabilitiesthroughtellingstories.Attheendofeachweek,Iletastudenttellastorytothewholeclass.Ichoosematerialswhicharerelativetotheunitthattheyhavelearnedintheweek,andthestudentneedprepare.(ThereasonthatIchoosethiswayisthatattheendoftheweek,studentscanreviewwhattheyhavelearnedinthisweekandfunnystoriescanmaketheirberelaxing.)Twoofthematerials:BirthdayAttheLessonofGeographyAteacherputhisfingeronTeacher:Whenisyourbirthday?someplaceonthemapandsaid:Kid:May30.“Whatisthis,John?”Teacher:Whichyear?Johngotupandsaid:“YourKid:Everyyear.forefinger.”MathematicalIntelligenceInthisintelligence,peopleshouldusenumberseffectivelyandreasonwell.Studentscandosomeactivitiestoimprovethisintelligence:writingtheoutline,inductivemethod,graspingthemainidea,deductivemethod,etc.Example:WhenIteachgrammarpoints,Iuseatabletopresent.Thefollowingisthetable:Yes,itis.Itismine.Isthisyourpencil?No,itisn’t.It’shers.Yes,itis.Isthishisgreenpen?No,itisn’t.Thebluepenishis.Yes,itis.Isthatyourschoolbag?No,itisn’t.It"shis.Yes,theyare.Aretheseyourbooks?No,theyaren’t.They’rehers.Yes,theyare.Arethoseherkeys?No,theyaren’t.They’remine.Wecanseethatthetableisclear.Ifthethingissingular,weuse“thisorthat”.If35 thethingisplural,weuse“theseorthose”.Ifthethingisnear,weuse“thisorthese”andifthethingisdistant,weuse“thatorthose”.Ifthequestionis“Isthis/that...”,ouransweris“Yes,itis./No,itisn’t.”.Ifthequestionis“Arethese/those...”,ouransweris“Yes,theyare./No,theyaren’t.”.What’smore,wecanalsopayattentiontopossessivepronoun.It’sveryconvenientforstudentstoobserve,compare,analysisandconclude,whichisusefulforstudentstomastergrammarpoints.BodilyIntelligenceBodilyIntelligenceistheabilitytousethebodytoexpressideasandfeelingsandtosolveproblems.Studentscandotheseactivitiestoimprovethisintelligence:makingupdialogues,roleplay,situationaldialogues,etc.Example:WhenIteach“Isthisyourpencil?”studentsshouldpracticehowtofindthings’owner.Theyshouldpractice“questionandanswer”sentences.Inordertoimprovetheirenthusiasm,Iletthempracticeingroup.Idividethemintoseveralgroupsandeachgrouphasfourstudents.Studentscollecttheirthingstogetherandintruecontext,studentsaskeachother.Theytakesomethingstoaskandnextstudentanswer(theyaskinturn),whichgiveseachstudentchancetopracticeandtheycanactwhentheysay.Iseethattheyarehappy.Tom:Isthisyourpencil?Jane:Yes,itis.It’smine.Andisthisyourbook,kitty?Kitty:No,itisn’t.It’sPeter’s.Andaretheseyourrules,Peter?Peter:No,theyaren’t.TheyareJane’s.Andarethoseyourpens,Tom?Tom:Yes,theyare.36 ChapterFourDataCollectionandDataAnalysis4.1ResultsandAnalysisofQuestionnaireInthequestionnaire,thereare19multiplechoices.Ineachquestion,thereare“A,B,C,D,orE”options.Inthefollowingtable,question1,2,3,4and11standfor“Students’recognitionforEnglishgrammar”andineachquestion,differentchoicestandsfordifferentmeaning.Thereare100studentstakingpartinthequestionnaire,sothereare100studentsineachquestion,thatistosay,thewholestudentsfromAtoEorfromAtoDare100(Somequestions’optionsarefromAtoE,likequestion1,3,4,11whileoptionsofquestion2arefromAtoD.Althoughsomequestionshavemoreoptionsandsomequestionshavelessoptionswhichwillnotinfluenceresults).Optionsineachquestionjustreflectstudents’overalldistribution,thatistosay,optionsineachquestionjustreflectstudents’viewsforthisquestion.Table1:Students’RecognitionforEnglishGrammarOptionsQuestionABCDEnumber1221340432314677331273435441636271711104434102Wecanseeinquestion1,43studentschooseE,whichmeans43％studentsthinkthatit’squitenecessarytolearnEnglishgrammar.40studentschooseD,whichmeans40％studentsthinkthatit’snecessarytolearnEnglish.StudentschooseA,B,Cwhichreflectsthattheydon’tthinklearningEnglishgrammarisquitenecessary.Inquestion2,77％students’aimoflearningEnglishgrammarislearningEnglishwell.6％studentslearnEnglishgrammarbecausetheyareinterestedinEnglish.Inordertoget37 highscores,14％studentschoosetolearnEnglishgrammar.Thereareonly3％studentsdon’tknowtheiraimsoflearningEnglishgrammar.Fromquestion1and2,wecanseethatstudentshavegoodrecognitionforEnglishgrammar.Inquestion3,thereare35%studentsthinkthatlearningEnglishgrammarwillhavebiginfluenceoncultivatingEnglishabilitiesonlistening,speaking,readingandwriting.Inquestion4,36％studentsthinkEnglishgrammardoesn’thavebiginfluenceonforminglanguagesense.Inquestion11,44％studentsthinkit’sdifficulttounderstandEnglishgrammarand10%studentsthinkit’squitedifficulttounderstandEnglishgrammar.2％studentsthinkit’squiteeasytounderstandEnglishgrammar.Fromtheanalysis,wecanconcludethatmanystudentshaverightrecognitionforEnglishgrammar,butunderstandingEnglishgrammarisdifficultforthem.Table2:Students’InterestandConfidenceinEnglishGrammarOptionsQuestionABCDEnumber5101351233642444208741843287Fromthischartwecanseeinquestion5,51％studentschooseC,whichmeansabouthalfstudentshavemiddleinterestforEnglishgrammar.23％studentshavehighinterestinEnglishgrammar.3％studentshaveveryhighinterestinEnglishgrammar.Inquestion6,44％studentstakepartindiscussingsometimeswhentheylearnEnglishgrammar.8％studentsalwaystakepartindiscussingwhentheylearnEnglishgrammar.4％studentsnevertakepartindiscussingwhentheylearnEnglishgrammar.Fromquestion7,wecansee43%students’confidenceforEnglishgrammaratmiddlelevel.Only7％studentshavehighconfidenceforEnglishgrammar.Fromabove,wecanseethatstudents’interestandconfidencearenotveryhigh;therefore,teachersshouldtakemeasurestoimprovestudents’interestandconfidenceforEnglishgrammar.38 Table3:Students’LearningMethodsforEnglishGrammarOptionsQuestionABCDEnumber8529332310962838181010214629311210428949Wecansee,inquestion8,33％studentschooseC,whichmeanstheysometimesconcludeEnglishgrammarpointswhichtheyhavelearned.29%studentsseldomconcludeEnglishgrammarpoints.5%studentsneverconcludeEnglishgrammarpoints.Only10%studentsalwaysconcludeEnglishgrammarpoints.Forquestion9,38%studentssometimesanalysistheirEnglishgrammarerrorsintheirhomeworkortestpaper.6%studentsneveranalysistheirEnglishgrammarerrors.Only10%studentsalwaysanalysistheirEnglishgrammarerrors.Fromquestion10,wecanseethat99%studentslearnEnglishgrammarfromtheirteachers.Only1%studentslearnEnglishgrammarbythemselves.Inquestion12,49%studentsthinkthatit’snecessarytocorrectEnglishgrammarerrorsintimebytheirteachers.WecanconcludethatmostofstudentslearnEnglishgrammardependingontheirteachersandtheydon’tformtheirmethodstolearnEnglishgrammar.Table4:Students’LearningEffectaboutEnglishGrammarOptionsQuestionABCDEnumber1311651284141214920915744351311692557917428491939 Fromquestion13,wecansee83%studentsmakesamemistakesasformerinEnglishgrammar.17%studentsseldommakesameerrorsaslasttimeinEnglishgrammar.Inquestion14,49%studentsknowEnglishgrammarrules,buttheysometimesdon’tknowhowtousethem.20%studentsknowEnglishgrammarrules,buttheyoftendon’tknowhowtousethem.9%studentsknowEnglishgrammarrules,buttheyalwaysdon’tknowhowtousethem.Only22%studentsnotonlyknowEnglishgrammarrulesbuttheyknowhowtousethem.Inquestion15,wecanseethatit’sdifficultfor51%studentstofindEnglishgrammarerrorsinlistening,speaking,readingandwriting.Fromquestion16,wecanseethat91%studentsdon’thavegreatabilityinconcludingEnglishgrammar.9%studentschooseD,whichreflectsthattheyhaveabilitytoconcludeEnglishgrammar.Inquestion17,only19%studentsthinktheydoEnglishgrammartestbetterthanothertest.Wecanconcludethatstudentsdon’tmasterEnglishwellandtheydon’thavegoodabilitytoconcludeEnglishgrammar.Table5:TimeThatStudentsSpendonEnglishGrammarOptionsQuestionABCDEnumber18103639141Fromthischart,wecanseethatinquestion18,46%studentsspendlesstimeonEnglishgrammarthanonotheraspects.39%studentsspendthesametimeonEnglishgrammarasonotheraspects.Wecanconcludethatowingtoallkindsofreasons,studentsdon’tpaymoreattentiontoEnglishgrammar.Table6:Students’FeelingforEnglishGrammarOptionsQuestionABCDEnumber1910473111140 Inquestion19,57%studentsthinkEnglishgrammarisdifficult.12%studentsthinkEnglishgrammariseasy.31%studentsthinkEnglishgrammarisnoteasyandnotdifficult.WecanconcludethatmoststudentsthinkEnglishgrammarisdifficult.Fromabove,wecanconcludethatstudentshavegoodrecognitiononEnglishgrammar,buttheydon’thavemuchinterestandconfidenceonit.Studentsdon’thavegoodmethodstolearnEnglishgrammar.StudentshavebadlearningeffectsonEnglishgrammar.4.2InterviewaboutTeachersTheauthorusedfreetimetointerview3teachers,MsMaisfromgrade7;MsRuisfromgrade8andMsSuisfromgrade9.TheauthorusedChinesetointerviewthemandtheyalsousedChinesetoanswer.Now,theauthortranslateitinEnglish.Theauthor:WhatdoyouthinkaboutEnglishgrammarteachinginmiddleschool?MsMa:Englishgrammarteachingingrade7isnecessarybutweshouldn’ttreatitaskeypoint.Weshouldpaymoreattentiontolistening,speakingandwriting.Theauthor:WhatmethodsdoyouusetoteachEnglishgrammar?MsMa:Icombineteachingwithpracticinganduseinduction.What’smore,Iseepsimplegrammarintoteaching;therefore,studentscanlearnEnglishgrammargradually.Theauthor:WhatistheeffectaboutEnglishgrammarteachinginmiddleschool?MsMa:IthinkstudentsathighlevelcanlearnEnglishgrammarwell,butotherstudentscan’tlearnitwell.Theauthor:WhatdoyouthinkaboutEnglishgrammarteachinginmiddleschool?MsSu:Englishgrammarteachinginmiddleschoolisakeypointanddifficultpoint.Forstudents,it’sboringtolearnEnglishgrammar.It’smyaimtoletEnglishgrammarbeinterestingandletstudentslearnsomegrammarknowledgeatthesametime.Theauthor:WhatmethodsdoyouusetoteachEnglishgrammar?MsSu:First,IteachsomeEnglishgrammarpointsinbook.Second,Iletstudentspracticeitandreviewit.Third,Iwillsupplementsomegrammarpointswhicharenotinbook.41 Theauthor:WhatistheeffectaboutEnglishgrammarteachinginmiddleschool?MsSu:StudentscanlearnEnglishgrammarandusesimpleEnglishgrammarwellbutintest,it’sdifficultforthemtoanalysisgrammarstructureandfillinblanksinspecificsituation.Ishouldmakegreateffortsonthisaspect.Theauthor:WhatdoyouthinkaboutEnglishgrammarteachinginmiddleschool?MsRu:Englishgrammarteachinginmiddleschoolisnecessary.Differentgradehasdifferentgrammar.Ingrade7,studentsarenotfamiliarwithEnglishgrammarandintheirbook,therearealwayssentencestructureswhichareusedindailylife.Ingrade8,Englishgrammarisimportant.Studentsstarttolearntense.Eventhoughstudentsdon’tknowwhatisEnglishgrammar,ifyousaymore,theycanunderstand.Ingrade9,therearemanygrammarpointsandstudentscan’tdistinguish;therefore,teachersshouldclassifygrammar.Theauthor:WhatmethodsdoyouusetoteachEnglishgrammar?MsRu:Ialwaysuseinduction,deductionandTBLTtoteachEnglishgrammar.Theauthor:WhatistheeffectaboutEnglishgrammarteachinginmiddleschool?MsRu:Ithinkit’sgood.Ifteachersrepetitemoretimes,studentscanunderstand.Fromabove,wecanconcludethatdifferentteacherhasdifferentviewsaboutEnglishgrammarteaching.NomatterwhattheythinkaboutEnglishgrammarteaching,theytrytheirbesttohelpstudentslearngrammar.OwingtotheirdifferentrecognitionsaboutEnglishgrammar,theirdifferentteachingconceptsorthedifferenceofteachingmethods,theirteachingresultsaredifferent;therefore,teachersshouldtalktoeachotherandfindthesuitablemethodsfortheirstudents.4.3TheResultofStudents’MultipleIntelligenceTrendsForthisresearch,theauthorsurveyedstudents’multipleintelligencetrends.Becausedifferentstudentshavedifferentintelligences,ingrammarteaching,teachersshouldpayattentiontostudents’intelligence.OnlyteacherstakesuitablemeasurestoteachEnglishgrammar,canstudentsimprovequickly.TheaimofthisthesisistoknowadvantagesaboutapplyingMultipleIntelligenceTheorytoEnglishgrammarteaching,soauthorwilltakemultipleintelligencemethods(likevideo,music,PPT,activitiesingroup,etc.)toteachstudentsandanalyzestudents’scoresofgrammartesttoknowtheeffectivenessofthesemethods.Afterthat,theauthorwillinterviewstudentstoknowinformationaboutusingMultipleIntelligenceTheoryinEnglish42 grammar.Thefollowingisstudents’multipleintelligencetrends.Knowingstudents’multipleintelligencetrends,teacherswillknowwhichmethodstheywillusemoretimes(video,music,pictureoractivities,etc.)Inthetableofmultipleintelligencetrends(Appendix6),thefarleftisstudents.46studentsinclass6,grade7aresurveyed.Theright,inthistable,isstudents’intelligence.Thelastlineistotalscoresaboutstudents’intelligence.(Duringthesurvey,thereare46MultipleIntelligenceInventoriesforlearners.Eachstudenthasone.Thereare8intelligencesinit.ThefirstisVerbal-LinguisticIntelligence.ThesecondisLogical-MathematicalIntelligence.ThethirdisSpatial-VisualIntelligence.ThefourthisBodily-KinestheticIntelligence.ThefifthisMusicalIntelligence.ThesixthisInterpersonalIntelligence.TheseventhisIntrapersonalIntelligenceandtheeighthisNaturalistIntelligence.Undereachintelligence,thereare6statements.Foreachstatement,ifastudentstronglyagrees,hecanget2scores.Ifastudenttotallydisagreeswithit,hecanget0scoreandifastudentissomewhereinbetween,hecanget1score.Intheory,thehighestscoreineachintelligencewillbe12scoresandthelowestscorewillbe0score.Student1gets8scoresinVerbal-LinguisticIntelligence;hegets9scoresinLogical-MathematicalIntelligence;hegets10scoresinSpatial-VisualIntelligence;hegets7scoresinBodily-KinestheticIntelligence;hegets9scoresinMusicalIntelligence,getting9scoresinInterpersonalIntelligence,getting6scoresinIntrapersonalIntelligenceand7scoresinNaturalistIntelligence.Student2gets6scoresinVerbal-LinguisticIntelligence,hegets0scoreinLogical-MathematicalIntelligence;hegets6scoresinSpatial-VisualIntelligence;hegets10scoresinBodily-KinestheticIntelligence;hegets12scoresinMusicalIntelligence,getting4scoresinInterpersonalIntelligence,getting4scoresinIntrapersonalIntelligenceand6scoresinNaturalistIntelligence.Wecanseethat,foreachintelligence,differentstudentsgetdifferentscores.Then,wecalculate46studentsscorestotallyineachintelligence,bydoingthis,wecanknow46students’intelligencetrends.)Wecansee346scoresinSpatial-VisualIntelligence,305scoresinInterpersonalIntelligence,293scoresinMusicalIntelligence,287scoresinVerbal-LinguisticIntelligence,279scoresinLogical-MathematicalIntelligence,261scoresinBodily-KinestheticIntelligence,252scoresinIntrapersonalIntelligenceand247scoresinNaturalistIntelligence.Wecangettheresult:thefirstfiveintelligenceofstudentsareSpatial-VisualIntelligence,InterpersonalIntelligence,MusicalIntelligence,Verbal-LinguisticIntelligenceandLogical-MathematicalIntelligence;43 therefore,theteacherinexperimentalclasscanusevariousmethodstospurstudents’thesefiveintelligencesmoreinEnglishgrammarteaching,sothatstudentscanlearngrammarbetterandgetmanybenefitsfromit.4.4TheResultandAnalysisaboutPre-testTheauthorhasmadethepre-testbothclass6andclass3.Thefollowingisthetableaboutstudents’grades(mean,standarddeviation).Table7:Students’grades(mean,standarddeviation)ClassNMeanStd.Deviation64679.282614.7236234579.266716.17012Fromtable7,wecanseeinclass6,thereare46studentsandinclass3,thereare45students.Andthemeanofclass6’sgradesis79.2826.Themeanofclass3’sgradesis79.2667.Wecanseethesetwoclasses’gradesdon’thaveobviousdifference.Thestd.deviationinclass6is14.72362andthestd.deviationinclass3is16.17012.Wecanseethatthestd.deviationbetweenthetwoclassesalsodonothavebigdifference.Butthegradeinclass6ismorestablethanthegradeinclass3.Table8:Theresults(TandSig.)aboutclass6and3’sgradesClassNTSig.646.005.996345Fromtable8,wecanseethatTis.005andsig.is.996.Instatistics,weshouldcomparetheresultaboutsig.with0.05.Ifsig.>0.05,wesayitdoesn’thavebigdifference,whileifsig.<0.05,wesayithasobviousdifference.Inthetable,sig.is.996,whichismorethan0.05,whichmeansgradesbetweenclass6andclass3don’thaveobviousdifference.Wecansaythatthelevelofthesetwoclassesdoesn’thaveobviousdifference.4.5TheResultandAnalysisaboutPost-testTheauthorhasmadethepost-testbothclass6andclass3.Thefollowingisthe44 tableaboutstudents’grades(mean,standarddeviation).Table9:Students’grades(mean,standarddeviation)ClassNMeanStd.Deviation64684.630415.3004834580.333313.02969Fromtable9,wecanseeinclass6,thereare46studentsandinclass3,thereare45students.Andthemeanofclass6’sgradesis84.6304.ThemeanofClass3’sgradesis80.3333.Wecanseethesetwoclass’sgradeshaveobviousdifference.Thestd.deviationinclass6is15.30048andthestd.deviationinclass3is13.02969.Wecanseethatthestd.deviationbetweenthetwoclassesalsohavedifference.Butthegradeinclass3ismorestablethanthegradeinclass6.Table10:Theresults(TandSig.)aboutclass6and3’sgradesClassNTSig.6464.361.000345Fromtable10,wecanseethatTis4.361andsig.is.000.Instatistics,weshouldcomparetheresultaboutsig.with0.05.Ifsig.>0.05,wesayitdoesn’thavebigdifference,whileifsig.<0.05,wesayithasobviousdifference.Inthetable,sig.is.000,whichislessthan0.05,whichmeansthatthegradesbetweenclass6andclass3haveobviousdifference.Wecansaythatthelevelofthesetwoclasseshaveobviousdifference.Thatistosay,usingMultipleIntelligenceTheorytoteachEnglishgrammariseffective.4.6InterviewaboutStudentsAttheendofthefirstterm,theauthorinterviewed3studentsinexperimentalclassthatisclass6,grade7.TheauthorwantstoknowwhetherMultipleIntelligenceteachingmethodsbringbenefitsforstudentsornot.Theauthorwantstoknowstudents’ideas.Thefollowingisinterviewquestions.(Duringtheinterview,theauthoraskedinChineseandstudentswhowereinterviewedalsoansweredinChinese.Afterthat,theauthortranslatedthemintoEnglish.)45 1.HowdoesMultipleIntelligenceTheorybasedgrammarteachingdifferfrompreviousteaching?2.WhatadvantagesdoyouthinklearningEnglishgrammarunderMultipleIntelligenceTheoryhave?3.WhycanthiskindofteachingbehelpfulinEnglishgrammarlearning?Student1’sinterview:Question:HowdoesgrammarteachingbasedonMultipleIntelligenceTheorydifferfrompreviousteaching?Answer:Inthisteachingmethod,ourEnglishteacheralwaystakesdifferentwaystoteachus.Sometimes,sheplayssongstous;sometimes,shedividesusintoseveralgroupsandletsuspracticedialoguesinthegroupandsometimes,shetreatsusperformersandletsusplayroles.Intheseactivities,welearnandpracticeEnglishgrammar.However,inpreviousteaching,theteacherjustteachesusmoreanddoesn’tletustakepartinmanyactivities.Question:WhatadvantagesdoyouthinklearningEnglishgrammarunderMultipleIntelligenceTheoryhave?Answer:LearningEnglishgrammarunderMultipleIntelligenceTheory,wecanhavemanyinterestingclasses,soIcanpaymoreattentiontolearnEnglishgrammarandpracticeEnglishgrammar.Therefore,wedon’tthinkEnglishgrammarisdifficultandboringanymore.IlikeEnglishandEnglishclass.Question:WhycanthiskindofteachingmodelbehelpfulinEnglishgrammarlearning?Answer:Becausethiskindofteachingmodelguidesmetolearn,Inotonlyhaveaconsciousnesstolearn,butalsoknowhowtolearn.Insomedegree,thiskindofteachingprovideswaysformyfuturestudy.Student2’sinterview:Question:HowdoesgrammarteachingbasedonMultipleIntelligenceTheorydifferfrompreviousteaching?Answer:Inmyopinion,thisteachingmethodisinteresting.Ourteacheralwaysmakesbeautifulpowerpointforus.Inpowerpoint,shesummarizesEnglishgrammarforus.ButinpreviousEnglishclass,theteacherneverusepowerpointtoteachus.Question:WhatadvantagesdoyouthinklearningEnglishgrammarunderMultipleIntelligenceTheoryhave?Answer:Inpreviousclassroom,IthinkEnglishgrammaristoodifficult,soI46 can’tunderstandEnglishgrammarpointswellandcan’tusethemwell.SinceIlearnedEnglishgrammarunderMultipleIntelligenceTheory,IhavefoundmoremethodstolearnEnglish,especiallyEnglishgrammar.IalwayslistenEnglishsongstoremembersomeEnglishgrammarpointsorlistenEnglishdialoguestorememberEnglishgrammarpointsandusethem.Idon’thavebigstressinlearningEnglish,now.Question:WhycanthiskindofteachingbehelpfulinEnglishgrammarlearning?Answer:Becausethiskindofteachingisinteresting,whichcaninitiateourintelligences.Weareactiveinclassroom,sowecanlearnwell.Student3’sinterview:Question:HowdoesgrammarteachingbasedonMultipleIntelligenceTheorydifferfrompreviousteaching?Answer:AsfarasIamconcerned,themostobviousdifferencebetweenthisteachingmethodandpreviousteachingmethodisthatwehavemorechancetotakepartinactivitiesinourEnglishclass.AndwecanunderstandEnglishgrammarwellandcanuseitflexiblybutinpreviousteaching,weshouldreadmoreorrecitemore.Question:WhatadvantagesdoyouthinklearningEnglishgrammarunderMultipleIntelligenceTheoryhave?Answer:Inpreviousclassroom,Iampassive.But,learningEnglishgrammarunderMultipleIntelligenceTheory,Itakepartinactivitiesactivelyandanswerquestionsactively.UsingEnglishgrammarflexiblyingroupgivesmeconfidence,soafterclass,Ialsocanfinishmyhomeworkactively.Question:WhycanthiskindofteachingbehelpfulinEnglishgrammarlearning?Answer:Becausethiskindofteachingsetsuprealsituationsforus.Inrealsituations,wecanunderstandwellandlearnwell.Fromthisinterview,wecanconcludethattheteacherusesmanywaystoteachEnglishgrammarunderMultipleIntelligenceTheory,whichisinterestingforstudents.Students’intelligencesandmotivationarespurred.StudentscanunderstandanduseEnglishgrammarwell,andthentheirconfidenceisenhanced.What’smore,studentsknowthattheycanusevariouswaystolearnEnglishgrammar.47 ChapterFiveConclusionInthethesis,theresearchaimsarethatwhatproblemsdostudentshaveinlearningEnglishgrammar;whatproblemsdoteachershaveinteachingEnglishgrammar;whataretheadvantagesofthemethodbasedonthetheoryofMIandinpractice,howshouldweuseMultipleIntelligenceTheorytoguideEnglishgrammarteaching.Theresearchmethodsarequalitativemethodandquantitativemethodandtheinstrumentsarequestionnaire,interview,multipleintelligenceinventoryforjuniorstudents,pre-testandpost-test.Inthispart,theresearchfindings,researchlimitations,researchsuggestionsforfuturewillbeintroduced.5.1ResearchFindingsIntheresearch,throughquestionnaire,interview,pretest,post-test,multipleintelligenceinventoryforjuniorstudents,thefindingsarethat:(1)ManystudentshaverightrecognitionforEnglishgrammar,buttheyhavesomeproblems(especiallyatlearningmotivationandmethods)onEnglishgrammarlearning.(2)TeachershavedifferentideasaboutteachingjuniormiddleschoolEnglishgrammarandtheyalsotrytheirbesttoteachEnglishgrammarwell.(3)Studentshavemorechancestotakepartintheclass.(4)Students’interestinEnglishgrammarisimproved.(5)StudentsmastermoremethodstolearnEnglishgrammar.(6)Students’Englishgradeshavebeenimproved.ForusingMIT,theauthorgivesussomesuggestionsasfollowings:(1)Setuparelaxingclassroomatmosphere.(2)Makefulluseofadvancedinformationtechnology.(3)PayattentiontothestepsofusingMIT.(4)PayattentiontotheprinciplesofusingMIT,likestudent-centeredprinciple,principleofteachingstudentsinaccordancewiththeiraptitude,linguisticintelligencepriority,authenticityprinciple,evaluationmethodsdiversity.5.2ResearchLimitationsAlthoughtherearesomefindingsfromthisthesis,therearealsosomelimitations.Firstly,beforethisresearch,thestudentsinXiaoGuanjuniormiddleschooldidn’ttakepartinansweringthequestioninquestionnaire;studentsdidn’ttakepartin48 interviewlikethis;studentsdidn’tbeevaluatedabouttheirMITtrends.Thus,theirsurveyresultswillbeinfluencedtosomedegree.Secondly,theresearchtimeislimited.Theauthoruseonetermtodotheresearch,whichwillnotbringexactresultstosomedegree.Thirdly,owingtothelimitedtimeinaclass,theactivitieswillnothaveenoughtime,tosomedegree,whichalsoinfluencestheresultoftheresearch.Fourthly,thisresearchisjustdoneinXiaoGuanjuniormiddleschoolandonlytwoclassesingrade7takepartintheresearch,sotheresultsmaynothaveenoughrepresentativeness.5.3SuggestionsforFutureResearchAlthoughMITbringsbenefitsforteaching,thestudyaboutusingMITinteachingisnotenough.Teachersshouldspendtimestudyingitandteachersshouldextendthetimeoftheresearch.What’smore,teacherscanexpandtheirresearchscale.Forexample,teacherscanresearchgrade7students,grade8studentsandgrade9students.Bydoingthis,teachersmaygetenoughinformationabouttheresearch.TeacherscanstudyothertopicsaboutMIT,like:applicationofmultipleintelligencetheorytoEnglishvocabularyteaching,applicationofmultipleintelligencetheorytoEnglishteaching,students’changesafterlearningunderMultipleIntelligenceTheory,etc.49 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Appendix1中学语法教学现状调查(学生问卷)亲爱的同学:你们好!这是一份关于你们英语语法学习状况的调查表，试题无对错之分，请根据自己的情况对照题目，选择符合你情况的答案。本调查仅作科学研究使用，其目的是了解中学生在英语语法学习中的一些情况，与教师对你的学习和评价无关，你无须有任何顾虑，请如实作答。谢谢你的合作!一、选择题1.你认为中学英语学习中，语法的重要性如何?A.比较小B.很小C.一般D.比较大E.很大2.你认为语法学习的目的是什么?A.不清楚B.为了考试得高分C.对语法感兴趣D.为了学好英语3.你认为语法知识对英语听、说、读、写能力的培养作用:A.很小B.比较小C.一般D.比较大E.很大4.你认为语法对语感影响:A.很小B.比较小C.一般D.比较大E.很大5.在课上学习语法内容时，你的兴趣如何?A.很低B.比较低C.一般D.比较高E.很高6.课上学习语法时，你参与讨论吗?A.从不B.很少C.有时D.经常E.总是7.你对学好英语语法的信心如何?A.很低B.比较低C.一般D.比较高E.很高8.你对所学的语法知识进行归纳、总结吗?A.从不B.很少C.有时D.经常E.总是9.每当作业或考试中出现语法错误时，你分析错误原因吗?A.从不B.很少C.有时D.经常E.总是53 10.你主要采用哪种方式学习语法?A.完全靠教师讲解B.基本靠老师讲解C.一般靠老师讲解D.基本由自学E.完全由自学11.你觉得语法规则、术语难懂吗?A.很难B.比较难C.一般D.比较容易E.很容易12.你认为教师及时纠正你所犯的语法错误必要吗?A.必要B.不太有必要C.有必要D.较有必要E.很有必要13.你在使用英语时犯同样的语法错误吗?A.从不B.很少C.有时D.经常E.总是14.你知道语法规则但不会运用吗?A.从不B.很少C.有时D.经常E.总是15.在用英语进行听、说、读、写时，你能敏感地感觉到语法上的正误吗?A.从不B.很少C.有时D.经常E.总是16.你归纳、总结语法知识的能力怎样?A.很弱B.比较弱C.一般D.比较强E.很强17.在英语考试中，有关语法方面的试题与其它方面的试题相比你的得分情况如何?A.很差B.比较差C.相当D.比较好E.很好18.你花费在语法上的时间与其他方面的时间相比:A.很少B.比较少C.相当D.比较多E.很多19.你认为语法学习相对于其他方面的学习难易程度如何?A.很难B.比较难C.一般D.比较易E.很易二、观点表述1、你对初中英语语法的认识是什么？2、你主要采用哪些方法来学习初中英语语法知识？3、你的语法学习效果如何？54 Appendix2七年级上英语语法测试（1）一．单项选择。（2×20=40分）1.Thatis_______key.A.heB.IC.meD.my2.—What’sthisinEnglish?—_______.A.It’saredB.It’sapenC.It’sagreenD.I’mOK.3.It’s_______ruler.A.aB.anC.theD.4.Mypenis_______.A.redB.aredC.theredD.reda5.—What_______that?—It’samap.A.isB.areC.amD.be6.—What’shisphonenumber?—_______257-6890.A.ItsB.That’sC.It’sD.His7.Jackisaboy,_______lastnameisBrown.A.he’sB.myC.hisD.he8.—AreyouLinda?—Yes,_______.A.I’mB.I’mnotC.IamD.Iamn’t9.Pleasecallme_______467-5689.A.inB.onC.atD.with10.—Whatcolorisyourbackpack?—_______.A.It"sblackcolorB.It’saredC.It’syellowD.That’syellowones11.Issheyouraunt?What’s_______name?A.hisB.herC.sheD.he12.Twoandfour_______six.A.amB.isC.areD.be13.Isthis_______eraser?55 A.aB.anCtheD.14.Isthat_______pencilcase?A.IB.herC.sheD.he15.______yoursister______aneraser?A.Does,haveB.Do,hasC.Do,haveD.Does,has16.Healwayshelpshim______words.A.spellB.callC.spellingD.calling17.Wecanseesome_____inthebox.A.photosB.photoesC.dictionarysD.boies18.—Isthatyournotebook?—_____.A.No,I’mnotB.Yes,IamC.No,thatisn’tD.Yes,itis19.—What’syourname?—____Ann.A.InameisB.ThisisC.HernameisD.Iam20.—Isthisyourpencil?—No,itisn’t.____isonthedesk.A.YourB.HerC.MyD.Mine二．用am,is或are填空。（每空2分，共20分）1.She_______ateacher.He_______ateacher,too.2.I_______aboy.Myname_______LiMing.3.He_______Tony.You_______astudent.4.—How_______you?—I_______fine,thanks.5.—What_______this?—It_______aruler.三．完成句子(每空2分，共20分)1.他的钥匙在沙发上吗？_________hiskeys_________thesofa?2.迈克，快点！Mike,___________________!3.帮帮我怎么样？What__________________me?4.别客气。You__________________.56 5.这是一副钥匙。Thisisa__________________keys.四．补全对话(5小题，每小题4分，共20分）A:Goodmorning,madam!B:1.____________,sir!Mycarislost.A:2.____________?B:It’swhite.A:3.____________?B:It’sLM3288.AndmynameisKelseyHand.A:4.____________?B:K-E-L-S-E-Y,Kelsey,H-A-N-D,Hand.A:OK,Ms.Hand,wewillcallyouifwefindyourcar.B:Thankyouverymuch.A:5.__________57 Appendix3七年级上英语语法测试（2）一．单项选择。（2×20=40分）1.Ginawrites_______e-mailinChinesetoherfriendinBeijingeveryweek.A.aB.anC.theD.2.—Ilostmyeraser.MayIuse_______?—Sure.Idon’tuseitnow.A.hisB.hersC.yoursD.mine3.ThesoccergamebetweenClassOneandClassTwois_______5:00thisafternoon.A.atB.onC.inD.for4.Pauldoesn’tfeelwell.Heeatstoomuch_______forbreakfast.A.milkB.riceC.cakesD.vegetables5.Whattime_______yoursistergetup?A.isB.areC.doesD.do6.—_______doyouhaveabooksale?rd—It’sonDecember3.A.HowB.WhatC.WhenD.Why7.Theskirtlooks_______andsells_______.A.nice;wellB.well;goodC.fine;goodD.well;well8.IliketalkingwithmyclassmatesonQQ,butmymom_______.A.doesB.doesn’tC.likesD.doesn’tlike9.Thankyoufor_______theflowersforme.A.waterB.watersC.wateringD.towater10.TaobaoShopsellsclothes_______verygoodprices.A.atB.onC.inD.for11.Thispairofshoes_______onsaleatShoebox.A.amB.isC.areD.was12.—_______isthegirlinaskirt?—Oh,she’smysister.58 A.WhatB.WhereC.WhoD.Why13.Thisisyourcup._______isred.A.IB.MeC.MineD.My14.Here’ssome_______foryoutoeat,Jack.A.orangeB.chickenC.teaD.milk15.—Doyoulike______milk?—Thanks,Iwanttodrink(喝)________.A．some；someB．any;anyC．some；anyD．any；some16.Doyouhavetwo________?A.tennisracketB.tennisracketsC.tennis’racketD.tennis’rackets17.Let’s_________now.A.gotohomeB.togohomeC.gohomeD.togoto18.Howmucharetheseshoes?_________twentydollars.A.AreB.ThereC.They’reD.Their19.Myfatherusually________ashower_________themorning.A.take;inB.takes;inC.take;onD.takes;at20.________youplaytheviolin?A.AreB.CanC.IsD.When二．根据句意用所给单词的适当形式填空。（每空2分，共20分）1.Iwanttobuytwo_______(watch).OneisforMumandoneisforDad.2.Thesetrousers_______(be)onsaleatverygoodpricesatDennis.3.Thecakeisforyourchildrenandpleasegiveitto_______(they).4.Itisnice_______(have)icecreamaftersports.5.Heoften_______(have)dinnerathome.6.DanielandTommy_______(be)membersoftheReadingClub.7.SheandI_______(take)awalktogethereveryevening.8.There_______(be)somewaterinthebottle.9.Theyarethose____________bags.(child)10.Therearen’t_________picturesinthebook.(some)三、句型转换（2×10=20分）1.It’stimeforlunch.（同义句）It’stime______________________lunch.2.Theyworksixdaysaweek.(同上)59 Theywork________Monday_______Saturday.3.Hegoestoworkinacar.(同上)He_______a________towork.4.Putonyourshoes.（反义句）______________________yourshoes.5.Isthenicewatchhers?（复数）Arethenice______________________?四．补全对话。（4×5=20分）Bill:What’sthatinyourbook,Kate?Kate:1.______________________________.Bill:Aniceroom！2.________________________?Kate:Itisacomputeronthedesk.Bill:3.____________________?Kate:Yes,it’smine.Ioftenuse(使用)it.Bill:What’sthatinthebookcase?Kate:Itisamodelplane.Bill:Isityourmodelplane?Kate:No,itisn’tmine.4.____________________________.Bill:5.____________________________________________?Kate:Itismybrother’s,too.Andthetapeplayeronthebedismine.60 Appendix4MultipleIntelligencesInventoryforLearnersDirections:Rankeachstatement0,1,2.Write0ifyoudisagreewiththestatement.Write2ifyoustronglyagree.Write1ifyouaresomewhereinbetween.Verbal/LinguisticIntelligence_1.Iliketoreadbooks,magazines,andnewspapers._2.Iconsidermyselfagoodwriter._3.Iliketotelljokesandstories._4.Icanrememberpeople’snameseasily._5.Iliketorecitetonguetwisters._6.Ihaveagoodvocabularyinmynativelanguage.Logical-MathematicalIntelligence_1.Ioftendoarithmeticinmyhead._2.Iamgoodatchessand/orcheckers._3.Iliketoputthingsintocategories._4.Iliketoplaynumbergames._5.Ilovetofigureouthowmycomputerworks._6.Iaskmanyquestionsabouthowthingswork.Spatial/VisualIntelligence_1.Icanreadmapseasily._2.Ienjoyartactivities._3.Idrawwell._4.Moviesandslidesreallyhelpmelearnnewinformation._5.Ilovebookswithpictures._6.Ienjoyputtingpuzzlestogether.Bodily-KinestheticIntelligence_1.Itishardformetositquietlyforalongtime.61 _2.Itiseasyformetofollowexactlywhatotherpeopledo._3.Iamgoodatsewing,woodworking,buildingormechanics._4.Iamgoodatsports._5.Ienjoyworkingwithclay._6.Ienjoyrunningandjumping.MusicalIntelligence_1.Icanhumthetunestomanysongs._2.Iamagoodsinger._3.Iplayamusicalinstrumentorsinginachair._4.Icantellwhenmusicsoundsoff-key._5.Ioftentaprhythmicallyonthetableordesk._6.Ioftensingsongs.InterpersonalIntelligence_1.Iamoftentheleaderinactivities._2.Ienjoytalkingtomyfriends._3.Ioftenhelpmyfriends._4.Myfriendsoftentalktomeabouttheirproblems._5.Ihavemanyfriends._6.Iamamemberofseveralclubs.Intra-personalIntelligence_1.Igotothemoviesalone._2.Igotothelibraryalonetostudy._3.IcantellyousomethingsIamgoodatdoing._4.Iliketospendtimealone._5.Myfriendsfindsomeofmyactionsstrangesometimes._6.Ilearnfrommymistakes.NaturalistIntelligence_1.Iamgoodatrecognizingdifferenttypesofbirds._2.Iamgoodatrecognizingdifferenttypesofplants._3.Ienjoyhavingpets.62 _4.It’seasyformetotelltheweedsfromtheplants._5.Iliketospendtimeintheoutdoors._6.Ienjoylearningaboutrocks.(ReproducedfromChristison,1996.)63 Appendix5学生的多元智能量表亲爱的同学:你好!这是一份关于学生智能倾向的调查表，试题无对错之分，请根据自己的情况对照题目，选择符合你情况的答案（如果完全符合你的情况，请在题目前的横线上打2分，如果完全不符合你的情况打0分，如果介于两者之间打1分。并在每一部分的题目结尾算出该部分的总分）。本调查仅作科学研究使用，与教师对你的学习和评价无关。你无须有任何顾虑，请如实作答。谢谢你的合作!一．-----1.我喜欢读书、杂志，喜欢看报纸。-----2.我能够很好的写作。-----3.我喜欢讲笑话和故事。-----4.我能很容易地记住人们的名字。-----5.我喜欢背诵绕口令。-----6.我汉语词汇量大。第一部分总分：---------二．-----1.我经常口算。-----2.我擅长象棋。-----3.我喜欢把东西归类。-----4.我喜欢玩数字游戏。-----5.我喜欢弄明白我的电脑是怎样运作的。-----6.遇见事情，我会问许多“为什么？”第二部分总分：----------三．-----1.看地图，对我来说很容易。64 -----2.我喜欢艺术类活动。-----3.我擅长画画。-----4.电影和幻灯片可以帮我学习新信息。-----5.我喜欢带有图片的书。-----6.我喜欢把难题放在一起。第三部分总分：----------四．-----1.对于我来说安静的坐下来很长时间是困难的。-----2.模仿其他人的动作对于我来说是容易的。-----3.我擅长缝纫、木工、建筑或力学。-----4.我擅长运动。-----5.我喜欢玩土。-----6.我喜欢跑、跳。第四部分总分：----------五．-----1.我会哼很多首歌。-----2.我唱歌比较好。-----3.我会演奏乐器。-----4.我能够发现在什么时候音乐跑调了。-----5.我经常在桌子上制造出节奏。-----6.我经常唱歌。第五部分总分：----------六．-----1.在活动中我经常是个领导者。-----2.我喜欢和朋友交谈。-----3.我经常帮我的朋友。-----4.我的朋友遇到问题经常会找我交谈。-----5.我有很多朋友。65 -----6.我参加了很多俱乐部或兴趣组。第六部分总分：----------七．-----1.我独自去看电影。-----2.我独自去图书馆学习。-----3.我能够说出我擅长做的事情。-----4.我喜欢独自一人打发时间。-----5.我的朋友有时发现我的行动很陌生。-----6.我能从我的错误中学习。第七部分总分：----------八．-----1.我能够识别不同类型的鸟。-----2.我能够识别不同类型的树。-----3.我喜欢有个宠物。-----4.我很容易把杂草和植物辨别出来。-----5.我喜欢在户外。-----6.我喜欢学习关于岩石的东西。第八部分总分：----------66 Appendix6TheResultofStudents’MultipleIntelligenceTrends言语-语逻辑-数视觉-空身体-运音乐-节人际交自我内自然观学生智能言智能理智能间智能动智能奏智能往智能省智能察智能189107996726061012446375753664455944764565676726672549443771291696587129167959101748910510798610969116986656512748676231371291047710145872668315426657651681111666881776991068918684539441915031322206898685621941081091092265957678239111186711924577587072526403360268787958527468566582885106793629578468923045784764318598695967 325784395333559556643476935544359710411928365257651337675783663857744547397676995440737246254173463621425476576743437956764486991177445688998744664666435总分28727934626129330525224768 个人简历出生年月：1990年11月18日，性别：女，籍贯：河南省巩义市，于2014年7月在河南农业大学华豫学院获得英语文学学士学位，在青海师范大学读研期间，先后获得两次学业奖学金。读研期间，在考试周刊2015年第35期发表题为：《跨文化交际能力在高中英语教学中的现状及培养措施》的论文69