Multiple Intelligences as Strategy for Teaching EFL to high school graduates

Multiple Intelligences as Strategy for Teaching EFL to high

school graduates.

Contents
Introduction
Chapter 1. Multiple Intelligences in the structure of a new English syllabus for secondary school
1.1 Methodology as a science
1.1.1 Present-day issues of foreign language teaching at secondary school
1.1.2 Current concepts in secondary school graduates EFL
Chapter 2. Theory of multiple intelligences
2.1 Gardner’s theory
2.1.1 Linguistic Intelligence
2.1.2 Logical/Mathematical Intelligene
2.1.3 Intrapersonal Intelligence
2.1.4 Interpersonal Intelligence
2.1.5 Musical Intelligence
2.1.6 Spatial Intelligence
2.1.7 Bodily-Kinesthetic Intelligence
2.1.8 Naturalistic Intelligence
2.2. Psychological analysis of Gardner’s Theory
Chapter 3. Learning environment in teaching English conversation
3.1 Multiple intelligences in teaching English learners to the senior
forms of secondary school
3.1.1 Development of students’ speaking and pronunciation skills
3.1.2 Use of the World Wide Web in teaching English to secondary school graduates
3.1.3 Use of the VIDEO in teaching English to secondary school graduates
Conclusions
Bibliography
Supplement
Introduction
The theme of the present university degree thesis is “ Multiple
Intelligences as Strategy for teaching EFL to High School Graduates “.
The topicalityof the research is stipulated by rapid changes in education
and intercultural communication etc., caused by the development of
computer technologies.
The aim of the university degree thesis is include the Multiple Intelligences as Strategy for TEFL to High school students .
Methods of the research:
-inductive,
-deductive,
-experience of noted scholars,
-research of literature.
The theoretical value of the paper consists in using the results of the research in the EFL teaching.
The practical value - a good opportunity of using at the lessons of English on secondary school. It helps to achieve the best results in teaching English.
The structure of the paper:
The paper consists: The Introduction, Chapter 1, where I have considered “Methodology as a science” , Chapter 2, “The Theory of Multiple Intelligences”,
And Chapter 3 “Learning environment in teaching English conversation”, in the end of the paper I’ve done the conclusions of the research , and used the certain literature.
Principles of Multiple Intelligence Theory
The following principles are a condensation of J. Keith Rogers and based upon his study of Howard Gardner's theory:
-Intelligence is not singular: intelligences are multiple.
-Every person is a unique blend of dynamic intelligences.
-Intelligences vary in development, both within and among individuals.
-All intelligences are dynamic.
-Multiple intelligences can be identified and described.
-Every person deserve opportunities to recognize and develop the
multiplicity of intelligences.
-The use of one of the intelligences can be used to enhance another intelligence.
-Personal background density and dispersion are critical to knowledge, beliefs, and skills in all intelligences.
-All intelligences provide alternate resources and potential capacities to become more human, regardless of age or circumstance.
-A pure intelligence is rarely seen.
-Developmental theory applies to the theory of multiple intelligences.
-Any list of intelligences is subject to change as we learn more about multiple intelligences.
According to Howard Gardner, as presented in his book Frames of Mind: The Theory of Multiple Intelligences, human intelligence has the following criteria:
-Potential Isolation by Brain Damage.
-The Existence of Idiot [Autistic] Savants, Prodigies, and other Exceptional Individuals.
-An Identifiable Core Operation or Set of Operations.
-A Distinctive Developmental History, along with a Definable Set of Expert "End-State" Performances.
-An Evolutionary History and Evolutionary Plausibility.
-Support from Experimental Psychological Tasks.
-Support from Psychometric Findings.
-Susceptibility to Encoding in a Symbol System.
Chapter 1. Multiple Intelligences in the structure of a new syllabus for secondary school
Comparing old and the new English teaching syllabi for secondary
schools one can clearly see some differences.
Let’s begin with the introductory word. The introductory word of the old
syllabus covers only the explanation of practical and educational
purposes of English learning and end-goals of learning language
(listening, speaking, reading and writing). The introductory part of the
new syllabus includes:
1. Introduction.
2.Levels of speech competence.
3.The principles of the programme.
4. Educational purposes.
5. Grounds of content.
6. Methodological foundation (basis) of modern teaching and learning
English.
7. Control and essessment.
Criteria of essessment of pupils’ achievements (4 levels: elementary,
middle,sufficient, high) have a special place in the new syllabus. Such
information is not included into the old syllabus.
According to the new sullabus teaching English starts from the
second form.
Analyzing the topics of conversation we can see that the old syllabus
gives us three main topics from the fifth to the eleventh form: A Pupil and
His Environment; Ukraine; English-Speaking Countries. The new
syllabus provides with 6 topics already in the second form: About
myself, My Family and Friends, School Life, Recreation, Nature, Man,
The Life of Society and 8 topics from the third to the 11th form.
Analysing communicative unit we find there speech functions and
examples of functional exponents in the new syllabus, which are
not mentioned in the old syllabus.
Language competence includes vocabulary, grammar and phonetics in
both syllabi, but in the old syllabus the number of lexical units in each
form is fixed.
Sociocultural and sociolinguistic competence and strategic competence
are not defined in the old syllabus.
At the end of each year specific demands to speech competence of pupils
(listening, monologue, dialogue, reading, writing) are defined in the new
syllabus.
In general, the new syllabus is much but specific wider.
1.1. Methodology as a science
The term “методика” has several correspondences in English: methodology, methods and methodics. The word methodology will be used for “методика” and “методологія” of teaching English as foreign language [TEFL].
There are several definitions of this term:
Methodology (from Greek methodos – спосіб, шлях дослідження або пізнання, logos – поняття, вчення) is a framework of organization of teaching which relates linguistic theory to pedagogical principles and techniques.[37,p.5]
Methodology is a branch of pedagogy which dealing with peculiarities of teaching a certain subject.[38,p.12]
Methodology of FLT is a body of scientifically tested theory concerning the teaching of foreign languages in school and other education institutions.[37,p.17]
Methodology is a system of principles and ways of organization and construction of theoretical and practical activity as well as teaching about this system .[37,p.14]
Methodology is a science which studies aims, contents, means, principles, techniques and methods of a system of instruction and education.[37,p.15]
Methodology is a branch of didactics which relates a linguistic theory to pedagogical principles and techniques.