Multiple Intelligence Theory-based English Poetry Instruction and Its Application to Junior High School English Teaching

• Main Authors: Lee-siang Rosemary Tsai, 蔡麗香
• Other Authors: Hsiao-chen Jane Chiang
• Format: Others
• Language: en_US
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/40494560391389887470

碩士 === 國立彰化師範大學 === 英語學系 === 93 === Multiple Intelligence Theory-based English Poetry Instruction and Its Application to Junior High School English Teaching Graduate Student: Lee-siang Rosemary Tsai Advisor: Dr. Hsiao-chen Jane Chiang Abstract The purpose of this study was to investigate the attitude differences between the students in the Multiple Intelligence Theory-based English poetry class and those in the Non-Multiple Intelligence Theory-based English poetry class. In this study, the researcher designs an English poetry instruction according to the eight intelligences which Howard Gardner proposed. She teaches Alfred Lord Tennyson’s poem The Eagle by integrating all eight intelligences into the English poetry teaching activities. A quasi-experiment with a pretest-posttest nonequivalent-control group design was conducted. The subjects were eighth grade girl students selected from a junior high school in Chia-yi County. There were 39 students in the experimental group and 39 students in the control group. The students in the experimental group received four periods, 45 minutes each time of Multiple Intelligence Theory-based English Poetry Teaching, and the students in the control group received a Non-Multiple Intelligence Theory-based English Poetry Teaching. The researcher worked as the instructor to the two classes. For the data analysis, the students’ responses to the questionnaire about their attitude towards the MI Theory-based English poetry teaching were collected, compared to the Non-MI Theory-based English poetry teaching. Besides, the researcher observed students’ language learning performance, their participation in the classroom activities, and their interaction with the teacher and the peers in the empirical class, and then collected the students’ reflections on the English poetry lessons. The results of the study showed that there were significant attitude differences between the students who received MI Theory-based English poetry instruction and those who received Non-MI Theory-based English poetry instruction. After the English poetry instruction, the experimental group students’ attitudes toward the English poetry teaching became more positive and enhanced when compared to the control group students’. Further, the experimental group students indicated that English poetry was a practical material for junior high school students to learn. At the end of this study, the researcher discussed and offered suggestions based upon the research findings for educational applications and future studies.