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Chapter One Introduction

Most learners start their English learning with vocabulary and it seems thatlearning vocabulary will be throughout the learning process even with a goodknowledge of grammar rules. Therefore，vocabulary acquisition remains and willremain a very vital issue for both teachers and learners. How to acquire vocabularyin an effective and efficient way? Wang (2000: 117) stated that perhaps the mostcommon way for Chinese learners of English to leam vocabulary is throughmemorization of a list of words and their Chinese equivalents with a lot of oralrepetitions of each word. It was influenced by the traditional teacher-centeredmethodology and has been proved ineffective by many learners. Where does theproblem lie?The idea that different people have different learning styles has enjoyedgrowing popularity in EFL research. Lavery (2001; 13) gave some examples ofdifferent learners by stating that some people have an instinctive ear and likelearning from hearing and listening while others prefer action such as making thingswith their hands and walking about. American psychologist Howard Gardner echoedhis belief:
Further, the theory of multiple intelligences he proposed has provided a newperception for understanding human beings. It suggests that the traditional notion asbeing "smart" based on IQ tests is far too limited. It has innovated traditionaleducational practices in the fields of goals, processes and evaluation. It is also in line with the requirements of China's reforms of the foreign language teaching. Thetraditional methodology which emphasizes academic achievements in language andlogical thinking skills is out of date. MI theory implies that teaching should be ableto develop students' multiple intelligences as much as possible through numerousopportunities to demonstrate their fullest potentials.This thesis examines how MI theory was instilled into English vocabularyteaching at the elementary level and its effects. One hundred students and twoteachers participated in this study to explore the impact of implementation of MItheory in daily classroom activities.
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Chapter Two Literature Review

2.1 The Theory of Multiple Intelligences
Derived from the Latin verb “intelligere，，(meaning to “pick out,’ or discern),the term "intelligence" has been widely considered as an indispensable researchtopic in the field of contemporary psychology. Although the definition of intelligenceis controversial, nearly all modem scientists have agreed on the diversity ofcognitive abilities intelligence embodies. That is why various IQ (IntelligenceQuotient) tests have encountered a lot of criticisms. Generally, they are used aspredictors of educational achievement，special needs, job performance and income.However, IQ tests, whose accuracy of measurement is still debated, may tend toinduce educators care one's performance only by means of paper tests mainly inlinguistic and logic-mathematical intelligence (Gardner, 1983). Actually, any tests ina fixed set of rules to measure human intelligence may inevitably end in vain, whichis backed up by many scholars and scientists. Rather, they tend to stand in line withthe perception of intelligence plurality.Boodoo et al. (1996:71) deemed intelligence as individually different. Onecould be distinguished from another through one's ability to &qu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。