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Chapter 2 Literature Review

2.1 MI Theory
Generally, people accept a definition of intelligence that is synonymous with ascore on the traditional intelligence test-a test originally designed by Alfred Binet in1905 to predict which youngsters would succeed and which would fail. Binet'sdiscovery has become known as the "intelligence test" and enjoyed great successthroughout the world. Traditional IQ tests which mainly focus on linguistic andlogical-mathematical ability predict school performance with considerable accuracy，but they are only an indifferent predictor of performance in a profession after formalschooling (Jencks 1979).Contrary to traditional concept of intelligence, Gardner (1983:34) originallydefined intelligence as "the ability to solve problems or to create products that arevalued within one or more cultural settings". This definition has since been refined,and Gardner proposes that intelligence can actually be defined as "a bio-psychologicalpotential to process information that can be activated in a cultural setting to solveproblems or create products that aie of value in a culture" (1999:33-34).Christison (1998:3) thinks such definition of intelligence is of great significancein that it gives rise to a full range of intelligent human activities. The intelligence ismost completely realized in the process of solving problems and fashioning productsin real-life situations.
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2.2 The Application of MI theory
Gardner's MI theory has received considerable attention among scholars abroadand at home since it was proposed. The following part will review the previousresearches on the application of MI theory related to education and foreign languageteaching. In addition to Gardner，educators like Thomas Armstrong (1994&2000), DavidLazear( 1999&2000), and Mary Ann Christison (1998)，etc，have made a lot ofextraordinary contribution to studying how to apply MI to the educational fields. Theypublished a large quantity of articles and books which have promoted thedevelopment of MI theory，and their studies results are of high academic value andpractical significance.Armstrong (2000) puts forward many practical applications that lessons canincorporate all intelligences. Some of these are rather common (via readers' feedbackin the Internet), but chants and songs listed in the book are good learning aids forstudents to remember concepts in history，science, and math. Associating bodymovements with concepts and operations is also helpful. Armstrong (2000) offers amore radical vision in this book: perhaps the very content of a curriculum should bestructured around developing the intelligences kids have rather than molding theminto some preconceived vision of what an "educated" child should be.
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Chapter 3 Research Methodology.........     14
3.1 The Research Questions ........    14
3.2 Participants........   14
3.3 Research Methods........   15
3.3.1 Questionnaire ........15
3.3.2 Classroom Observation........  16
Chapter 4 Data Analysis and Findings........ 17
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