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I. Introduction With the advent of "humanism" in the 60s of the 20th century, the conventional, authoritative teacher-centered instruction has given way to the learner-centered mode of instruction. Educators started paying attention to the impact that learners' affective factors (e.g., their feelings, emotions, tension, anxiety, frustration, needs, interests, motivation, and confidence, etc.) may bring in the process of learning. Then we have witnessed the birth and maturing of some innovative ELT approaches, methods, and techniques during the 70s to the 80s, such as The Silent Way, Community Language Learning, Total Physical Response (TPR), Suggestopedia, The Natural Approach, Communicative Approach, cooperative learning, interactive learning, whole language learning, task-based learning. In the 90s, Dr. Howard Gardner, a distinguished American cognitive psychologist, suggested from his research findings (1983, 1993 and 1995) that human cognitive competence actually is pluralistic, rather than unitary, in design. His multiple intelligences (MI) theory touched off a wave of Educational innovation not only in the United States but throughout the world. Educators recognize the diversity of the learners in their learning styles, learning potentials, etc. and appreciate the development of learning strategies on the part of the learners. Being an English language teacher, I find the basic concepts of MI theory conform with my interest in "individualized instruction" and "independent learning." That is the very reason I pick out the topic for my research paper. II. Multiple Intelligences Theory In the past, intelligence was a fixed, static entity at birth which was defined operationally as the ability to answer items on IQ tests. Even since the publication of his Frames of Mind (1983), Dr. Howard Gardner has postulated an alternative definition of intelligence based on a radically different view of intelligence. According to him, an intelligence entails the ability to solve problems or fashion products that are of consequence in a particular cultural setting or community (1993:15). There are many, not just one, different but autonomous intelligence capacities that result in many different ways of knowing, understanding, and learning about our world. As Gardner (1993:12) states: It is of the utmost importance that we recognize and nurture all of the varied of human intelligences, and all of the combination of intelligence. We are all so different largely because we all have different combinations of intelligences. If we recognize this, I think we will have at least a better chance of dealing appropriately with the many problems that we face in the world. In order to make a clear distinction between an intelligence with its biological origin and a talent/skill, Gardner asserts that each intelligence must satisfy all or a majority of the following criteria, namely brain damage studies, exceptional individuals, developmental history, evolutionary history, psychometric findings, psychological tasks, core operations, and symbol system (Christison, 1998). Up to the present, he has proposed a schema of eight intelligences and suggests that there are probably many others that we have not yet been able to test (Gardner, 1995). A summary of Gardner's eight intelligences is given as follow: Verbal/Linguistic Intelligence is the ability to use language effectively and creatively both orally and in writing. This intelligence can be seen in s