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ed more about their own MI profile, they'd become moreconfident in the choices they made that affected their teaching. Marzano et al. (1988)echoed her belief in which they held that students and teachers benefited frominstructional approaches that helped them reflect on their own learning. Acomprehension of teachers' own MI conditions could be acquired from MIself-assessment results while that of students' could be obtained through evaluationpaper results as well as classroom observation.
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Conclusion

The Theory of Multiple Intelligences (MI theory) provides English teachers away to explore fruitful teaching techniques and strategies from the perspective ofintellectual differentiation. That is why it has raised wide concern in the field ofEnglish vocabulary teaching. Embracing MI theory in English vocabulary teachingfollows a sequence of learner-based activities. These activities are not restricted toutilizing students' linguistic intelligence. Instead, they involve a combination ofomni-MI teaching activities which are conducive to students' development of theirvantages as well as weaknesses.This study adopted both quantitative and qualitative research approaches toexplore how MI theory is applied to English vocabulary teaching in actual classroomand its effects.This study shed light on the effects of MI intervention in English vocabularyteaching. Data was documented concerning how teachers applied MI theory toEnglish vocabulary instruction, what impact the theory had in class as well as whatlessons could be drawn from applying it. Data was collected through a wide range ofmethods including students' MI inquiry，teachers' MI inquiry, classroomobservations，interviews and reflections.
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Reference (omitted)

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