多元智能理论在高职商务英语口语教学中的应用研究
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摘要
多元智能理论是加德纳在八十年代提出的,已经在国内外引起很大的重视,尤其是在国外。关于这一理论,已进行了大量的理论和实证研究,建立了一些以这一理念为指导的学校并取得预想的积极结果。国内关于这一理论的研究时间虽然不是很长,但也取得可喜的成果。多元智能理论认为每个学生都有至少八种以上的智能,教师应注意利用学生的优势智能,同时开发劣势智能。提倡教师应该关注每个学生,运用多种方式展示和组织课堂活动,激发每个学生学习的兴趣,增强学生的自信心。其中的人际交往技能更提倡合作学习;自我反思技能提倡培养学生的自主学习能力。这些都和教育部制订的英语新课程标准中提出的新教学理念相一致。近年来把多元智能理论应用于各科教学,关注每个学生的个性差异,改变传统授课方式,提高学生的学习兴趣,推行素质教育的研究已引起国内外教育研究者的关注,但多局限于母语和理科教学研究。关于在英语为外语的高职教学中运用多元智能理论的研究还比较少,在高职商务英语口语中运用多元智能理论的研究尚属空白。本文旨在总结已有研究成果的基础上,探索多元智能理论在高职商务英语口语教学中的应用。
本文的研究对象是湖南化工职业技术学院经管系国贸0511、0512两个班的学生。两个班分别为实验班和控制班。实验班应用多元智能理论的授课方式,控制班采用传统的授课方式,经过一学期的实验,研究者对比分析两个班在学习兴趣和学习成绩两方面的变化。
分析结果表明,多元智能理论在高职商务英语口语教学中能够发挥积极作用,改变教师对学生的传统认识;改变传统的教学方式。教师以多元智能理论为指导设计出多样性的课堂活动,提高了学生的课堂参与性、学习英语的兴趣和实际运用英语的能力;有助于养成自主学习的能力和合作精神。研究采用了定量研究和定性研究相结合的方式。文中的数据可为进一步的研究提供参考。本文试探性地提出一些适合我国高职商务英语口语教学的教学方式,其教学效果还有待于更进一步的研究加以证实。
Multiple Intelligence Theory, put forward by Howard Gardner in 1980s, has aroused great interest and attention at home and abroad. Especially at abroad, a large number of both theory and empirical researches have been done. Some Multiple Intelligences Theory based schools have been set up and expected positive outcomes have been made. In China, though it is not long ago to start the research about this theory, great significance was made. Multiple Intelligences Theory proposes that every student has at least more than eight intelligences. Teachers should provide appropriate ways to exert students' strong intelligences and develop their weak intelligences. It advocates that teachers should address students' individual intelligence and provide a range of activities and experiences to facilitate learning. Among multiple intelligences, the interpersonal intelligence focuses on collaborative learning and the intra-personal intelligence focuses on developing autonomy learning ability. These all conform to the New Curriculum Standard formulated by the Education Ministry of China. In recent years, educators and researchers at home and abroad have been studying how to incorporate Multiple Intelligences into various subjects teaching. However, most researches on Multiple Intelligences are about native language or science subjects. Research about using Multiple Intelligences in English as a foreign language teaching is very few and limited, especially in vocational business oral English class.
The aim of this thesis is to explore the role and the practical teaching model of Multiple Intelligences in business oral English teaching in vocational colleges through empirical research on the basis of former research.
The participants in this research project are International Trade majors of classes 0511 and 0512 in Hunan Chemical Industry Vocational College. Class 0511 is treated as the experiment class and class 0512 is the control class. The experiment class is given treatment, namely, using Multiple Intelligences Theory in teaching while the control class is taught in traditional methods. After one term treatment, comparison about English learning interest and English grades are made in two classes.
The results of the analysis show that Multiple Intelligences Theory plays positive roles in English teaching and learning, which changes teachers' traditional opinions towards students and traditional teaching styles. Teachers design multiform activities on the basis of Multiple Intelligences. By doing so, students' involvement rate, English learning interest and practical abilities have been raised. The statistics can be referred to for further investigation in the area. The project tentatively proposes some English instructional methods based on Multiple Intelligences Theory suitable in our country, and more research is needed in order to investigate further into these areas.
本文的研究对象是湖南化工职业技术学院经管系国贸0511、0512两个班的学生。两个班分别为实验班和控制班。实验班应用多元智能理论的授课方式,控制班采用传统的授课方式,经过一学期的实验,研究者对比分析两个班在学习兴趣和学习成绩两方面的变化。
分析结果表明,多元智能理论在高职商务英语口语教学中能够发挥积极作用,改变教师对学生的传统认识;改变传统的教学方式。教师以多元智能理论为指导设计出多样性的课堂活动,提高了学生的课堂参与性、学习英语的兴趣和实际运用英语的能力;有助于养成自主学习的能力和合作精神。研究采用了定量研究和定性研究相结合的方式。文中的数据可为进一步的研究提供参考。本文试探性地提出一些适合我国高职商务英语口语教学的教学方式,其教学效果还有待于更进一步的研究加以证实。
Multiple Intelligence Theory, put forward by Howard Gardner in 1980s, has aroused great interest and attention at home and abroad. Especially at abroad, a large number of both theory and empirical researches have been done. Some Multiple Intelligences Theory based schools have been set up and expected positive outcomes have been made. In China, though it is not long ago to start the research about this theory, great significance was made. Multiple Intelligences Theory proposes that every student has at least more than eight intelligences. Teachers should provide appropriate ways to exert students' strong intelligences and develop their weak intelligences. It advocates that teachers should address students' individual intelligence and provide a range of activities and experiences to facilitate learning. Among multiple intelligences, the interpersonal intelligence focuses on collaborative learning and the intra-personal intelligence focuses on developing autonomy learning ability. These all conform to the New Curriculum Standard formulated by the Education Ministry of China. In recent years, educators and researchers at home and abroad have been studying how to incorporate Multiple Intelligences into various subjects teaching. However, most researches on Multiple Intelligences are about native language or science subjects. Research about using Multiple Intelligences in English as a foreign language teaching is very few and limited, especially in vocational business oral English class.
The aim of this thesis is to explore the role and the practical teaching model of Multiple Intelligences in business oral English teaching in vocational colleges through empirical research on the basis of former research.
The participants in this research project are International Trade majors of classes 0511 and 0512 in Hunan Chemical Industry Vocational College. Class 0511 is treated as the experiment class and class 0512 is the control class. The experiment class is given treatment, namely, using Multiple Intelligences Theory in teaching while the control class is taught in traditional methods. After one term treatment, comparison about English learning interest and English grades are made in two classes.
The results of the analysis show that Multiple Intelligences Theory plays positive roles in English teaching and learning, which changes teachers' traditional opinions towards students and traditional teaching styles. Teachers design multiform activities on the basis of Multiple Intelligences. By doing so, students' involvement rate, English learning interest and practical abilities have been raised. The statistics can be referred to for further investigation in the area. The project tentatively proposes some English instructional methods based on Multiple Intelligences Theory suitable in our country, and more research is needed in order to investigate further into these areas.
引文
Armstrong,T.1994.Multiple Intelligences in the Classroom.Alexandria:Association for Supervision and Curriculum Development.
Banks,James A.1993.Multicultural education:Issues and perspectives.Boston:Allyn &Bacon.
Bachman,L.F.& Cohen.1998.Interfaces between Second Lcrngucrge Acquisition and Language Testing Research.Cambridge:Cambridge University Press.
Bachman,L.F.& A.Palmer.1996.Language Testing in Practice.Oxford:Oxford University Press.
Brown,G..& Yule,G.1983.Teaching the Spoken Language.Cambridge:Cambridge University Press.
Campbell,L.,B.Campbell,& D.Dickinson.Teaching and Learning through Multiple Intelligences.New York:Plume/Penguin.1993.
Campbell,L.1997."How Teachers Interpret MI Theory".Educational Leadership SS(1):15-19.
Campbell,B.& L.Campbell.1999.Multiple Intelligences and Student Achievement:Success Stories in Six Schools.Alexandria,Virginia:Association for Supervision and Curriculum Development.
Canale,M.& M.Swain.1980.Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing.Applied Linguistics.
Candlin,C.1987."Towards task-based language learning" in C.Candlin and D.Murphy(eds.):Language Learning Tasks.Englewood Cliffs;N.J.:Prentice Hall.
Cook,V.1991.Second.Language Learning and Language Teaching.Edward Arnold Publishers Ltd.
Doughty,C.1991.Second Language Instruction Does Make a Difference:Evidence from an Empirical Study on SL Relativization.Studies in Second Language Acquisition 13:31-69.
Duff,P.1986.Talking to Learn.Rowley,Mass:Newbury House.
Ellis,M.& C.Johnson.2002.Teaching Business English.Shanghai:Shanghai Foreign Language Education Press.
Freeman,D.L.& M.Long.1991.An Introduction to.Second Language Acquisition.Longman Group UK Limited.
Freeman,D.& J.Richards.1996.Teacher Learning in Language Teaching.Cambridge:Cambridge University Press.
Gardner,Howard.1983."The Theory of Multiple Intelligences".Frames of Mind.New York:Basic Books.
Gardner,Howard.1991.The Unschooled Mind.New York:Basic Books.
Gardner,Howard.1993."The Theory into Practice." Multiple Intelligences.New York:Basic Books.
Gardner,Howard.1993.Intelligence Reframed.New York:Basic Books.
Gardner,Howard.1995."Are There Additional Intelligences? The Case for the Naturalist Intelligence".Howard Project Zero.Cambridge,MA:President and Fellows of Howard College.
Gardner,Howard.1997.Multiple Intelligence as a Partner in School Improvement.Educational Leadership.55:20-21.
Gardner,Howard.1998.A Reply to Perry D.Klein's Multiplying the Problems of Intelligence by Eight.Canadian Journal of Education.23:103-105.
Gardner,Howard.2003.Multiple Intelligences After Twenty Years.American Educational Research Association.Chicago,Illinois.
Jones,L.& R.Alexander.1994.International Business English.Cambridge:Cambridge University Press.
Krashen,S.1983.The Natural Approach:Language Acquisition in the Classroom.Oxford:Pergamon Press.
Li,X & H.Li.2004.On Developing Oral Communicative Competence in TEFL.Sino-US English Teaching.
Richards.Platt.1992.Longman Dictionary of Language Teaching & Applied Linguistics.London:Longman:80
Wu Xuesong A Task-Based Approach To Teaching Oral English.Nanjing Normal University November,2004:15-18
陈焰,1998,交际法在商务英语教学中的应用,《外语与外语教学》(8):42-43。
方凌雁、庞红卫,2001,论多元智能观的评价理论及其启示,《教学与管理》(10):10-15。
何慧,2004,《多元智能理论在小学英语教学中的应用》。上海:上海外国语大学。
季彩君,2003,美国整合学习风格与多元智能地教学实践,《教学与管理》(10):20-24。
蒋仕林,2007,多元智能理论在商务英语口语教学中的应用及启示,《双语教学》(5):5-6。
金焕荣,2000,商务英语及其教学探讨,《苏州教育学院学报》。(11):47-49。
李风华,2003,多元智力理论与多元评价,《教学与管理》。(2):12-15。
李慧芳,2004,《在英语阅读教学中运用多元智能理论》。北京:首都师范大学。
卢利,2005,《多元智能理论在中学任务型语言教学中的运用》。广西:广西师范大学。
皮连生,1997,论智力的知识观,《华东师范大学学报》(3):34-38。
钟祖荣,2003,人人有八能,扬长育成才——加德纳多元智能理论基本观点,《北京教育》(6):39-42.
Banks,James A.1993.Multicultural education:Issues and perspectives.Boston:Allyn &Bacon.
Bachman,L.F.& Cohen.1998.Interfaces between Second Lcrngucrge Acquisition and Language Testing Research.Cambridge:Cambridge University Press.
Bachman,L.F.& A.Palmer.1996.Language Testing in Practice.Oxford:Oxford University Press.
Brown,G..& Yule,G.1983.Teaching the Spoken Language.Cambridge:Cambridge University Press.
Campbell,L.,B.Campbell,& D.Dickinson.Teaching and Learning through Multiple Intelligences.New York:Plume/Penguin.1993.
Campbell,L.1997."How Teachers Interpret MI Theory".Educational Leadership SS(1):15-19.
Campbell,B.& L.Campbell.1999.Multiple Intelligences and Student Achievement:Success Stories in Six Schools.Alexandria,Virginia:Association for Supervision and Curriculum Development.
Canale,M.& M.Swain.1980.Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing.Applied Linguistics.
Candlin,C.1987."Towards task-based language learning" in C.Candlin and D.Murphy(eds.):Language Learning Tasks.Englewood Cliffs;N.J.:Prentice Hall.
Cook,V.1991.Second.Language Learning and Language Teaching.Edward Arnold Publishers Ltd.
Doughty,C.1991.Second Language Instruction Does Make a Difference:Evidence from an Empirical Study on SL Relativization.Studies in Second Language Acquisition 13:31-69.
Duff,P.1986.Talking to Learn.Rowley,Mass:Newbury House.
Ellis,M.& C.Johnson.2002.Teaching Business English.Shanghai:Shanghai Foreign Language Education Press.
Freeman,D.L.& M.Long.1991.An Introduction to.Second Language Acquisition.Longman Group UK Limited.
Freeman,D.& J.Richards.1996.Teacher Learning in Language Teaching.Cambridge:Cambridge University Press.
Gardner,Howard.1983."The Theory of Multiple Intelligences".Frames of Mind.New York:Basic Books.
Gardner,Howard.1991.The Unschooled Mind.New York:Basic Books.
Gardner,Howard.1993."The Theory into Practice." Multiple Intelligences.New York:Basic Books.
Gardner,Howard.1993.Intelligence Reframed.New York:Basic Books.
Gardner,Howard.1995."Are There Additional Intelligences? The Case for the Naturalist Intelligence".Howard Project Zero.Cambridge,MA:President and Fellows of Howard College.
Gardner,Howard.1997.Multiple Intelligence as a Partner in School Improvement.Educational Leadership.55:20-21.
Gardner,Howard.1998.A Reply to Perry D.Klein's Multiplying the Problems of Intelligence by Eight.Canadian Journal of Education.23:103-105.
Gardner,Howard.2003.Multiple Intelligences After Twenty Years.American Educational Research Association.Chicago,Illinois.
Jones,L.& R.Alexander.1994.International Business English.Cambridge:Cambridge University Press.
Krashen,S.1983.The Natural Approach:Language Acquisition in the Classroom.Oxford:Pergamon Press.
Li,X & H.Li.2004.On Developing Oral Communicative Competence in TEFL.Sino-US English Teaching.
Richards.Platt.1992.Longman Dictionary of Language Teaching & Applied Linguistics.London:Longman:80
Wu Xuesong A Task-Based Approach To Teaching Oral English.Nanjing Normal University November,2004:15-18
陈焰,1998,交际法在商务英语教学中的应用,《外语与外语教学》(8):42-43。
方凌雁、庞红卫,2001,论多元智能观的评价理论及其启示,《教学与管理》(10):10-15。
何慧,2004,《多元智能理论在小学英语教学中的应用》。上海:上海外国语大学。
季彩君,2003,美国整合学习风格与多元智能地教学实践,《教学与管理》(10):20-24。
蒋仕林,2007,多元智能理论在商务英语口语教学中的应用及启示,《双语教学》(5):5-6。
金焕荣,2000,商务英语及其教学探讨,《苏州教育学院学报》。(11):47-49。
李风华,2003,多元智力理论与多元评价,《教学与管理》。(2):12-15。
李慧芳,2004,《在英语阅读教学中运用多元智能理论》。北京:首都师范大学。
卢利,2005,《多元智能理论在中学任务型语言教学中的运用》。广西:广西师范大学。
皮连生,1997,论智力的知识观,《华东师范大学学报》(3):34-38。
钟祖荣,2003,人人有八能,扬长育成才——加德纳多元智能理论基本观点,《北京教育》(6):39-42.
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