1、多元智能理論論文：基于多元智能理論的大學英語口語教學【中文摘要】外語教學的是培養學生口頭和筆頭的交際能力。但是,長期以來,我國許多高校的大學英語教學都以培養學生的閱讀能力為主要教學目標,忽略了對學生口語能力的培養,從而使得許多非英語專業的學生在經歷多年英語學習后仍不能用英語進行溝通和交流?；谏鲜鰡栴},本文旨在分析如何將多元智能理論應用到大學英語教學中,從而達到培養學生口語能力的愿望。多元智能理論認為,人的智能是多元的,是有強勢智能和弱勢智能之分的。強弱智能相互聯系組合便形成人的不同智能特征和風格。該理論提倡教師應關注學生的個體差異,改變傳統的授課觀念,運用多種方式設計課堂活動、組織教學,激發

2、學生學習的積極性和自信心,從而建立以學生為中心的課堂。然而,縱觀史今,多元智能在大學英語教學方面的研究大多局限在宏觀教學和教學評價方面,對英語“聽”、“說”、“讀”、“寫”四項能力的側重研究相對較少。本研究試圖探討以下問題：第一,如何在現有的大學英語課堂中實施多元智能口語教學；第二,多元智能口語教學能否提高學生的口語水平；第三,在多元智能大學英語課堂中,學生的學習表現是否較以往有所改變；第四,哪些課堂活動有利于學生口語能力的培養并受到學生歡迎。本研究采用了.【英文摘要】Foreign language teaching aims to cultivate studentsoral and wr

3、itten communicative competences. In China, oral competence is always neglected in college English teaching. However, lots of emphases on reading and writing skills in college English teaching result in an outcome that a number of non-English majors who have learnt English more than ten years can not

4、 communicate with others in English. Based on the problems above, this paper attempts to analyze how to apply MIT to college English teaching so as .【關鍵詞】多元智能理論 口語教學 流利性 準確性 交際能力【英文關鍵詞】Multiple Intelligences Theory oral English teaching fluency accuracy communicative competence【目錄】基于多元智能理論的大學英語口語教學A

5、e如owledgements7-8摘要8-9Abstract9-10Contents11-14List of ables14-15Abbreviations15-16Chapter 1 Introduction16-211.1 Background and significance of the study16-191.2 Layout of the study19-20Summary20-21Chapter 2 Literature Review21-472.1 Detailed introduction of MIT21-36 Definitions of intelligence21-2

6、2 Theoretical bases of MIT22-28.1 Basis from biological and psychological view22-24.1.1 Left and right cerebral hemisphere working23.1.2 Reflectivity and impulsivity23-24.2 Basis from cognitive view24-25.3 Basis from cultural view25-26.4 Basis from Gardner26-28 Contents of MIT28-29rinciples of MIT i

7、n language teaching29-31 Relevant researches of MIT both abroad and home31-36.1 Researches abroad31-33.2 Researches home33-362.2 Speaking theory36-45 Definitions of speaking36-37 Characteristics of speaking37-39 Relevant researches on speaking both abroad and home39-45.1 Researches abroad39-41.1.1 A

8、ccuracy and fluency39-40.1.2 Communicative competence40-41.2 Researches home41-45.2.1 Theoretical researches41-42.2.2 Speaking instruction42-44.2.3 Speaking assessment44-452.3 Application of MIT to oral English teaching in college45-46Summary46-47Chapter 3 Research Design47-623.1 Research objective

9、and research questions473.2 Participants47-483.3 Instruments48-51 Questionnaires48-50.1 Questionnaire for students MI profile48-49.2 Questionnaire for the effect of MIT-based oral English Teaching49-50 Observation checklist50 Oral test50-513.4 Experimental procedures51-61re-observation51re-test51-52

10、 Questionnaire for Students MI profile52-53 Instructional menus53-58 sample teaching plan58-60ost-observation60ost-test60 Questionnaire for the effect of MIT-based oral English teaching60-613.5 Data collection61Summary61-62Chapter 4 Results and discussion62-834.1 Data analysis and results of questio

11、nnaire for Students MI profile62-664.2 Data analysis and results of pre-test and post-test66-734.3 Data analysis and results of observations73-774.4 Data analysis and result of questionnaire for the effect of MIT-based oral English teaching77-81Summary81-83Chapter 5 Conclusion83-885.1 Summary of the study83-845.2 Pedagogical implications84-855.3 Limitations of present research85-865.4 Suggestions