An Empirical Research On MI-based Recessive Hierarchical Teaching In Art Undergraduates’ English

The current college English requires cultivating and improving students’ English learning ability and practical ability in the form of student-centered and on the basis of class activities. However, art undergraduates’ English level is uneven and some of whom show less interest in learning and negative attitude toward study which enhance the difficulties in teaching art undergraduates’ college English and make the interaction between teachers and students be at a dilemma. Therefore, for college English teachers, how to meet students’ different demands with kinds of activities in college English teaching has been an important research topic for college English subject.This thesis attempts to implement MI activities after covertly grading in college English teaching among art undergraduates. That is, the author covertly grades students in experimental classes into A-level, B-level and C-level on the basis of their scores in pre-test, then divides the students of the same level into different teams combing their advantage intelligence to form the difference inner group and the same between groups. After that, the teacher would make a targeted teaching plan to meet students’ individual differences and make MI activities to ensure the central role of students to inspire their learning, hence, to achieve the teaching purpose of improving students’ English learning ability and practical ability.Three research questions are raised in this thesis:1、Are there any differences among art undergraduates in view of multiple intelligences? 2、Which teaching mode will effectively improve art undergraduates’ English learning proficiency, MI-based recessive hierarchical teaching or the traditional grammar-translation teaching? 3、 Does the MI-based recessive hierarchical teaching effectively change art undergraduates’ non-intelligence?The thesis is divided into five parts. Part one is a brief introduction of significance, background and importance of the study. Part two is the literature review which introduces MI theory, recessive hierarchical teaching and MI theory and recessive hierarchical teaching in college English teaching. The third part is about the methodology:the experiment mentioned in this thesis was carried out in Jiujiang University for 16 weeks in 2013. The subjects were from four parallel classes in Art School. MI-based hierarchical teaching was employed in the experimental classes, while traditional grammar-translation teaching method was implemented in the control classes. Two questionnaires, two tests and a follow-up interview were applied as instruments in the experiment. In the fourth part, study data are analyzed with the help of SPSS17.0 and Excel 2007. The last part is conclusion which is made based on the quantitative research and qualitative research scientifically.The thesis finds that:First, here are significant differences among art undergraduates in view of multiple intelligences. Second, MI-based recessive hierarchical is more effective than traditional grammar-translation method to improve art undergraduates’English learning proficiency. Third, MI-based recessive hierarchical teaching effectively improves subjects’transcript of CET-4 in experimental classes. Fourth, MI-based recessive hierarchical teaching effectively improves subjects’non-intellectual intelligence. It ensures subjects’initiative role. Hence, they are more motivated by themselves and interested in English learning. Meanwhile, it not only protects art undergraduates’self-esteem, but also it takes subjects individual differences into consideration. Thus, subjects get a sense of success and achievement which can inspire them to learn actively to tap their own potential.In short, MI-based hierarchical teaching is a good guidance for art undergraduates’English teaching, also is an effective way to improve art undergraduates’English learning proficiency. But here are still limitations. The first limitation is for less number of participates who are just 151 from four classes in a common college. Second limitation is for less time of experiment. But, this thesis has provided the reference data and a case which is beneficial for the farther research of this area in the future.