| Proposed in1983, the Theory of Multiple Intelligences (MI theory) has introduced a cluster of intelligent abilities used for understanding and learning the world. Instead of defining "intellects" from the sole perspective of IQ test results, it broadens our view to develop more skills, some of which might have been undervalued before. This is particularly important for English vocabulary teaching as most EFL learners begin learning English by starting with vocabulary and vocabulary acquisition seems to accompany him or her throughout the learning process even after all the basic grammatical rules have been learned. In fact, it is found that EFL learners do display individual differences when it comes to vocabulary acquisition. Regarded as a theoretical breakthrough, MI theory has aroused worldwide attention. It has been not only applied in education by teachers, but also a focus of research findings which set a solid theoretical foundation for education of students in different learning styles.This study aims at an empirical study on how teachers apply learner-based English vocabulary instruction at elementary level with the help of MI theory and its effects. Both quantitative and qualitative methods are adopted to implement the research with qualitative as primary. After reviewing MI accounts of both teachers and students, classroom observations, interviews and reflections are used for exploring the research results. The MI infusion was based on detailed study and thorough discussion. Teachers tried to involve all students in MI-pilot teaching activities and students were found to be enhanced in both learning and confidence. The MI methodology proved to be less balanced.In order to make better use of MI theory in English vocabulary teaching, an orderly sequence of MI-centered teaching activities is introduced:exploring distinctive multiple intelligences, grouping students, designing teaching activities, examining teaching activities and adopting multiple assessment methods. |
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