A Research On Low-achievers In College English Learning Based On MI Theory: Problems And Solutions

The previous studies about low-achievers, whose quantity is plentiful, have been carried out based on the traditional view of intelligence. What's more, the subjects are mainly primary and middle school students. This paper, adopting the multiple intelligences view which was first put forward by Howard Gardner, defines the low-achiever in college English learning after comparing the traditional view of intelligence and the view of multiple intelligences. Also, a questionnaire research is conducted to investigate the development of linguistic intelligence among low-achievers in college English learning as well as its relationship and low-achievers'exam grades. Moreover, a successful case study in transforming an English low-achiever is carried out.Based on the questionnaire research conducted among 184 sophomore students of Hebei Normal University of Science and Technology, three issues are addressed. Firstly, how is linguistic intelligence developed among the low achievers in college English? Is the development of their linguistic intelligence relevant to their performance in English learning? It is found that the development levels of low-achievers'linguistic intelligence are lower than those of high-achievers. Also, a positive correlation exists between the development of low-achievers'linguistic intelligence and their exam grades, that is, students'exam grades increase as their linguistic intelligence grows, and vice versa. What's more, English low-achievers'linguistic intelligence is weak, the causes of which are mainly of three aspects: (1) the English learning of low-achievers is examination-orientated with a small scope for listening, speaking, reading and writing. Thus, certain English habits are not developed, which hinders the development of their linguistic intelligence. (2) Sensitiveness to English, as one of the important manifestations of English learning autonomy, is not cultivated in low-achievers. (3) Some deficiencies, like those in creating sentences with the current language competence and in communicating effectively with others in different contexts, which exist in low-achievers'native language learning, are also manifestations of low-achievers'weak linguistic intelligence. Secondly, is the current English teaching playing a facilitative or an obstructive role in the development of linguistic intelligence among low-achievers? The results of the research show that due to the teacher's insufficient attention to low-achievers, simplistic and inflexible teaching methods, and the absent use of teaching aids, the model of current English classroom teaching has a negative influence on low-achievers'development in linguistic intelligence. Thirdly, how to arouse low-achievers'interest in English learning and further transform their attitudes towards it? With Multiple Intelligences Theory as the theoretical framework, a successful case study to transform low-achievers is conducted, based on which a transformation model is designed.The implications of the present study are multiple. Firstly, it offers references for the development of low-achievers'linguistic intelligence in college English teaching. Secondly, it provides a feasible and effective model for transforming low-achievers in college English learning with Multiple Intelligences Theory as the theoretical framework. Also, this model can be applied in the transformation of low-achievers in other school subjects.