多元智能理论 口语教学 流利性 准确性 交际能力论文

1、多元智能理论论文：基于多元智能理论的大学英语口语教学【中文摘要】外语教学的是培养学生口头和笔头的交际能力。但是,长期以来,我国许多高校的大学英语教学都以培养学生的阅读能力为主要教学目标,忽略了对学生口语能力的培养,从而使得许多非英语专业的学生在经历多年英语学习后仍不能用英语进行沟通和交流。基于上述问题,本文旨在分析如何将多元智能理论应用到大学英语教学中,从而达到培养学生口语能力的愿望。多元智能理论认为,人的智能是多元的,是有强势智能和弱势智能之分的。强弱智能相互联系组合便形成人的不同智能特征和风格。该理论提倡教师应关注学生的个体差异,改变传统的授课观念,运用多种方式设计课堂活动、组织教学,激发

2、学生学习的积极性和自信心,从而建立以学生为中心的课堂。然而,纵观史今,多元智能在大学英语教学方面的研究大多局限在宏观教学和教学评价方面,对英语“听”、“说”、“读”、“写”四项能力的侧重研究相对较少。本研究试图探讨以下问题：第一,如何在现有的大学英语课堂中实施多元智能口语教学；第二,多元智能口语教学能否提高学生的口语水平；第三,在多元智能大学英语课堂中,学生的学习表现是否较以往有所改变；第四,哪些课堂活动有利于学生口语能力的培养并受到学生欢迎。本研究采用了.【英文摘要】Foreign language teaching aims to cultivate studentsoral and wr

3、itten communicative competences. In China, oral competence is always neglected in college English teaching. However, lots of emphases on reading and writing skills in college English teaching result in an outcome that a number of non-English majors who have learnt English more than ten years can not

4、 communicate with others in English. Based on the problems above, this paper attempts to analyze how to apply MIT to college English teaching so as .【关键词】多元智能理论 口语教学 流利性 准确性 交际能力【英文关键词】Multiple Intelligences Theory oral English teaching fluency accuracy communicative competence【目录】基于多元智能理论的大学英语口语教学A

5、e如owledgements7-8摘要8-9Abstract9-10Contents11-14List of ables14-15Abbreviations15-16Chapter 1 Introduction16-211.1 Background and significance of the study16-191.2 Layout of the study19-20Summary20-21Chapter 2 Literature Review21-472.1 Detailed introduction of MIT21-36 Definitions of intelligence21-2

6、2 Theoretical bases of MIT22-28.1 Basis from biological and psychological view22-24.1.1 Left and right cerebral hemisphere working23.1.2 Reflectivity and impulsivity23-24.2 Basis from cognitive view24-25.3 Basis from cultural view25-26.4 Basis from Gardner26-28 Contents of MIT28-29rinciples of MIT i

7、n language teaching29-31 Relevant researches of MIT both abroad and home31-36.1 Researches abroad31-33.2 Researches home33-362.2 Speaking theory36-45 Definitions of speaking36-37 Characteristics of speaking37-39 Relevant researches on speaking both abroad and home39-45.1 Researches abroad39-41.1.1 A

8、ccuracy and fluency39-40.1.2 Communicative competence40-41.2 Researches home41-45.2.1 Theoretical researches41-42.2.2 Speaking instruction42-44.2.3 Speaking assessment44-452.3 Application of MIT to oral English teaching in college45-46Summary46-47Chapter 3 Research Design47-623.1 Research objective

9、and research questions473.2 Participants47-483.3 Instruments48-51 Questionnaires48-50.1 Questionnaire for students MI profile48-49.2 Questionnaire for the effect of MIT-based oral English Teaching49-50 Observation checklist50 Oral test50-513.4 Experimental procedures51-61re-observation51re-test51-52

10、 Questionnaire for Students MI profile52-53 Instructional menus53-58 sample teaching plan58-60ost-observation60ost-test60 Questionnaire for the effect of MIT-based oral English teaching60-613.5 Data collection61Summary61-62Chapter 4 Results and discussion62-834.1 Data analysis and results of questio

11、nnaire for Students MI profile62-664.2 Data analysis and results of pre-test and post-test66-734.3 Data analysis and results of observations73-774.4 Data analysis and result of questionnaire for the effect of MIT-based oral English teaching77-81Summary81-83Chapter 5 Conclusion83-885.1 Summary of the study83-845.2 Pedagogical implications84-855.3 Limitations of present research85-865.4 Suggestions