Applying Multiple Intelligences Theory to Language Teaching.

When I was a schoolboy, my differences to my classmates always seemed to be big weaken marks for me. I was very good at mathematics, so far very weak in sports. On the contrary, although my classmates often had low grades in maths, they were real footb tout ensembleers and athletes. Or I could chirrup every(prenominal) music pieces and songs I heard on TV or in tapes though I couldnt discern the lyrics of the songs, while my friends were fitted to specialise you exactly what the singer was saying but had hindrance level(p) in recognising the music parts. I wondered if, because of having good grades, I was an lawful assimilator, why I never learned how to pass or shoot accurately when playing football. In sports classes, that intelligent student was just a clumsy kid. Well, I wasnt the solo mavin who thought of this sort of differences between people. Many scholars all everyplace the world have thought of individual differences. there were umteen assumptions and h ypotheses about the factors which made people intellectually distinguishable from separately other. But the first person who put onward an nonionized theory was Dr Howard Gardner. This well-known American cognitive psychologist gave a presumable explanation for all questions regarding intelligence. He called his theory Multiple intelligence path (MI).

Im going to review the evolution of the notion of intelligence in history, and briefly explain the theory. Then Ill deal with the way educators go for this theory in language teaching, and finally Ill mention any(prenominal) criticisms against the MI theory. B efore 20th century, the word intelligent all! over the world even didnt have a precise meaning. citizenry only knew that its got a positive meaning. For example, individuals living in the place jacket were called intelligent if they were quick, articulate or wise. In other cultures, the 1 who... If you involve to get a full essay, order it on our website: OrderCustomPaper.com

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