A Research On The Application Of The MI Theory To English Listening Teaching In Junior High School

According to the time people spent in listening in daily communication and the order of four English basic skills,we can clearly realize the importance of listening.However,what is often ignored is the cultivation of students’ listening ability in junior high school English class.What’s worse,listening classes are generally regarded as unimportant by junior high school students.English curriculum standard of compulsory education issued in 2011 puts forward specific requirements for English listening ability of junior high school students.In addition,it emphasizes that teachers should pay attention to different characteristics and personality differences of language learners,attach importance to the process of English learning,adopt diversified evaluation systems,and provide students with a variety of learning methods.In order to improve the current situation of junior high school English listening teaching to a certain extent,this research attempts to apply the MI Theory to junior high school English listening teaching so as to improve students’ listening ability by exerting their strong intelligences.The researcher took 80 students from two classes of Grade 8 in Xining No.13 junior high school as research subjects to implement a semester of teaching experiment,and mainly discussed the following three research questions: 1.What is the current intelligence performance of students from junior high school ? 2.What is the effect of applying the MI Theory to junior high school English listening teaching in terms of students’ listening learning interest,attitude and confidence ? 3.What is the effect of applying the MI Theory to junior high school English listening teaching on students’ listening achievement ?In the experimental class,the researcher designed a variety of scientific listening teaching activities based on the investigation and analysis of students’ current intelligence performance.While in the control class,the English teacher still adopted previous English listening teaching method.This research used several research tools which includes questionnaires,interviews,tests and SPSS.Through the analysis anddiscussion of experimental results,the researcher found that the strong intelligences of junior high school students mainly focused on naturalist intelligence,visual-spatial intelligence,musical-rhythmic intelligence,verbal-linguistic intelligence and logical-mathematical intelligence.In addition,after applying the MI Theory to junior high school English listening teaching,students’ listening learning interest and confidence in the experimental class have significantly increased,and their attitude towards English listening learning also has improved.And students’ English listening achievement in the experimental class was significantly higher than the control class.This proved that the application of the MI Theory to junior high school English listening teaching plays a significant role in promoting students’ listening learning.There are some limitations in this research due to the lack of time and limited ability.Therefore,some suggestions for future research in this field are put forward at the end of this thesis.It is hoped that this research can provide some useful reference for the application of the MI Theory to English listening teaching so as to better promote the improvement of English teaching quality.