Research On English Vocabulary Teaching Based On Multiple Intelligences Theory In Junior High School

Vocabulary is an indispensable part of a language,and vocabulary teaching is also important in English teaching.In the teaching practice,the author found that many students are facing difficulties in vocabulary learning.However,in the model of traditional vocabulary teaching,teachers often teach vocabulary without context and students always memorize and practice words mechanically,which leads to low efficiency.It is difficult for students to improve vocabulary ability,so they will gradually lose interest in English learning.In order to explore a different vocabulary teaching method from the traditional one,the author tries to apply the theory of Multiple Intelligences to English vocabulary teaching so as to improve students’ interest and vocabulary learning effect.The MI theory was proposed by American psychology professor Howard Gardner in 1983.According to the theory,everyone has at least eight intelligences,and each person has his own strong or weak intelligence field.An individual’s intellectual strengths contribute to his performance in other areas.Teachers should make full use of students’ intelligence strengths to achieve personalized and diversified education.This research aims to explore the following two questions:(1)To what extent does the vocabulary teaching method based on the MI theory help to improve students’ interest in English learning?(2)From the perspective of spelling,meaning and application of vocabulary,how does the teaching method based on the MI theory influence students’ vocabulary learning? Therefore,the author carried out a 4-month experimental study in two classes,setting one class as the experimental class and the other as the control class.In the experimental class,the teacher uses the vocabulary teaching method based on the MI theory while in the control class uses the traditional vocabulary teaching method.During the research,the author distributed questionnaires,carried out pre-tests and post-tests,as well as had interviews with students to learn about students’ vocabulary ability and interest.After the experiment,the following conclusions are drawn:(1)To a certain extent,vocabulary teaching based on the MI theory is helpful to improve students’ interest in learning;(2)From the perspective of spelling,meaning and application of vocabulary,vocabulary teaching based on the MI theory obviously improves students’ vocabulary learning effect.At the end of this thesis,the author summarizes the research enlightenment,points out the future research prospects,and provides a reference for other teachers.