英语论文网

ot;understand complexideas, adapt effectively to the environment, learn from experience, engage in variousforms of reasoning and overcome obstacles by taking thought. Thus, it was difficultto clarify and organize such complex individual differences.However, many theorists have tried to find solutions to these differences.Gottfredson (1997: 1) defined intelligence as “a very general mental capability”
……………

2.2 Vocabulary Acquisition
According to Crystal (1995)，the duo (the expansion of the British colonies inthe past and the economic power of the United States in the 20^ century) has broughtthe English language to the International status. China, whose politics andInternational relations with Western powers have historically determined the role andstatus of the English language in China (Adamson，2004). The Open Door Policyissued in the 1970s，the entry into the World Trade Organization (WTO) and the2008 Beijing Olympic Games are widely considered as catalyst to make Englishenjoy unprecedented popularity in China.However, although learning English is common in China, Jeffrey Gil (2010)indicated that it is not uncommon that students finish their education with limitedability to use English in real life situations. Also，after reviewing a number of studiesand surveys, Yang (2006) came to a conclusion that a significant proportion of highschool and university graduates in China can not communicate effectively in English.The appearance of this phenomenon seems unrelated to exam results because Yaoand Zuo (2009) found that Chinese students who scored high on English exams haddifficulty finding the English words they need to express their ideas in speaking andwriting. Students made a lot of "incomprehensible sentences" caused by "wrongword choices，’ since many common words did not come to their minds during thespeaking or writing process.
……………

Chapter Three Research Design.......... 23
3.1 Research Questions......... 23
3.2 Subjects......... 23
3.3 Measurement Instruments......... 24
3.3.1 Quantitative Research......... 24
3.3.2 Qualitative Research......... 25
3.4 Procedures .........25
Chapter Four Results.........27
4.1 Analysis of MI Accounts of Students......... 27
4.2 Analysis of MI Accounts of Teachers......... 32
4.3 Analysis of Classroom Observations......... 32
4.4 Analysis of Interviews .........33
4.5 Analysis of Reflections .........34
4.6 Results.........34
Chapter Five Discussion.........37
5.1 Exploring Distinctive Multiple Intelligences......... 37
5.2 Grouping Students......... 37
5.3 Designing Teaching Activities......... 38
5.4 Examining Teaching Activities......... 38
5.5 Adopting Multiple Assessment Methods......... 39

Chapter Five Discussion

5.1 Exploring Distinctive Multiple Intelligences
Teachers should make observations of students' MI profiles as well as their own.Armstrong (1994) encouraged teachers to apply a model of learning to themselvesfirst before adopting it to actual classrooms. In this way, according to Christisan(1998)，once teachers learn本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。