A Research Of Public Oral English Teaching Guided By MI Theory In Higher Vocational College

At present,the cultivation of oral competence is always neglected in our English teaching of many higher vocational colleges.however,they emphasize the cultivating the students ’reading ability as the main teaching target,therefore, for vocational colleges in non-English majors,after years of formal system of English learning even simple everyday language are difficult to express,not to mention that they can communicate and exchange their ideas in English.In view of this situation, this thesis aims to study and discuss how to apply multiple intelligence theory to vocational oral English teaching so as to develop and achieve the purpose of cultivating speaking ability.Multiple Intelligence Theory, put forward by Howard Gardner in 1980 s, has caused great repercussions. MIT proposes that learners? intelligence is multiple and everyone has at least more than eight kinds of intelligence. The theory advocates that teachers should taking advantage of the students’ dominant intelligence as much as possible,use a variety of ways to design rich and colorful classroom activities to organize teaching.Teachers should also focus on students ’individual differences, establish student- centered classroom so that learning interest of each student can be stimulated and students’ self-confidence can be enhanced. Among eight kinds of intelligence,the interpersonal intelligence focuses on collaborative learning,while the intro-personal intelligence focuses on developing autonomy learning ability, which all fit the New Curriculum Standard formulated at present. In recent years especially in foreign countries, researchers widely apply multiple intelligence theory to various disciplines of teaching and a number of schools guided by MI theory of ideas have been the established. A lot of theoretical and empirical research have been done on paying more attention to each student’s individual differences, changing the traditional teaching methods so as to improve students’ learning interest and achieve the desired positive results.However domestic research time on thistheory is not very long and the study about applying multiple intelligence theory to English oral class teaching in vocational colleges is very limited.This thesis aims to carry on the beneficial exploration on MIT-based oral English teaching in vocational colleges through experiment on the basis of former research.The present study attempts to probe into the following problems: first, in MIT based oral English class in vocational college whether the effect of teaching is satisfying and class participation and learning performance of students can be promoted? The second one is "Can the application of MI-based oral teaching in vocational college improve students’ oral grades and thus helpful to English oral teaching in vocational college?"The participants in this study are Preschool Education Department of classes 131 and 133 in Xuanhua Vocational College of Science and Technology. Class 131 is treated as the experimental class and class 133 is the contrast class. There are 98 participants in total.The experimental class is given treatment, using Multiple Intelligence Theory in teaching while the contrast class is taught in traditional methods. Comparison about classroom teaching effect and English grades are made between the experiment class and the contrast class.After one term? teaching experiment, the researcher adopts both quantitative and qualitative research methods in order to understand the effect of MIT-based oral English classroom teaching and test students’ oral English proficiency in this study, Survey Method and Experimental Method involved.The results of the study indicate that in oral English classroom in vocational colleges, teachers design multiform activities guided by Multiple Intelligence Theory, by doing this students’ classroom participation can be enhanced so that the classroom atmosphere becomes more active and students’ learning interests can be aroused; Some activities are beneficial for improving students’ oral English proficiency, such as role play, speech,debate and game. students’ oral proficiency can be improved significantly, especially in pronunciation and intonation, fluency, accuracy express ability and so on;The study is hoped to provide valuable lessons and some insights into vocational college oral English teaching and the statistics of the thesis can be referred to for further investigation in the area.