Multiple Intelligences in the structure of a new English syllabus for secondary school

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ontents

Introduction

Chapter 1. Multiple Intelligences in the structure of a new English syllabus for secondary school

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

Gardner’s theory

Linguistic Intelligence


Logical/Mathematical Intelligene


Intrapersonal Intelligence


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

Multiple intelligences in teaching English learners to the senior

forms of secondary school

Development of students’ speaking and pronunciation skills

Use of the World Wide Web in teaching English to secondary school graduates

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.

The scholars’ve considered the relation of methodology of FLT to other sciences ( supplement 1).

The objective of the present research is integrating some aspects of knowledge of English didactics psychology linguistics to formulate basic professional and pedagogical habits and skills. In G. Rogova’s opinion methodology covers three main points:

aims of TEFL;

content of TEFL;

methods ( supplement 2) principles and techniques of TEFL.

But it becomes evident that the three components do not constitute the whole teaching/learning process. The activities of learners and teachers their interaction (symmetrical or assymetrical) and the role of instruction materials are the outstanding constituents. The task of methodology is to integrate the relationships among them and to draft requirements for each of them.

Teaching a subject is viewed here not simply as the delivery of prescribed formulate imparting a certain amount of knowledge but also developing habits and skills but also as activity.

To attain these aims in the most effective way constitutes the main subject of any methodology. The methodology determines the laws principles aims content methods techniques and means (media) of teaching. The actual teaching of a language may differ in the analysis of what is to taught in the planning of lessons in the teaching techniques used in the type and amount of teaching done thought mechanical means and finally in the testing of what has been learned.


Basic Categories Of Methodology

The methodology of TEFL seems to embody such basic categories on which there is general agreement among those who have studied the subject: methods principles techniques aims and means of instruction.

There is no unanimity regarding the term method either. In G. Rogova’s et. al. view “method is a technological operation structural and functional component of the teacher’s and learner’s activity realized in techniques and principles of instruction. A method is a model of instruction based on definite theoretical provision principle techniques and aims of instruction.

A method is also a specific set of teaching techniques and materials generally backed by stated principles.

A method determines what and how much taught (selection) the order in which it is taught (gradation) and how the meaning and form are conveyed (presentation). Since presentation drill and repetition may also be the concern of the teacher the analysis of the teaching/leaning process must first determine how much is done by the method and how much by the teacher.

Aim is a direction or guidance to establish a course or procedure to be followed. The teacher should formulate long-term goals interim aims and short-term objectives. What changes he can bring about in his pupils at the end of the week month year course and each particular lesson. Hence aims are planned results for pupils learning a FL. The aims are stipulated by syllabus and other official directives. They are: practical instructional educational and developing (formative).

Practical aims cover habits and skills which pupils acquire in using a foreign language. A habit is an automatic response to specific situation acquired normally as a result of repetition and learning.

A skill is a combination of useful habits serving a definite purpose and requiring application of certain knowledge.

Instructional aims developed the pupils mental capacities and intelligence in the process of FLL (foreign language learning).

Educational aims help the pupils extend their knowledge of the world in which they live.

Formative or developing aims help develop in learns sensual perception motor kinesthetic emotional and motivating spheres.

Principles are basic underlying theoretical provisions which determine the choice of methods techniques and others means of instruction.

Technique in the methodology of TEFL is the manner of presentation demonstration consolidation and repetition.

Means is something by the use or help of which a desired goal is attained or made more likely.


1.1.1. Present-day issues of TEFL


A critical review of methods currently employed in TEFL/TESL has shown no consensus on the effective way to facilitate and accelerate English learning. A shift has been made from teacher-centered activity to student-centered some methodologists even claim that learning is more important than teaching (Michael West Humanistic Approach Silent Way).

Though many young teachers still teach the way they had been taught it can’t be denied that current thinking in methodology constitutes a challenge to convention thinking about language teaching.

One of the conventional methods of TEFL is the Grammar-Translation method
(G-TM):

The goal of foreign language (FL) study using this method is to learn a language in order to read its literature or to benefit from the mental discipline and intellectual development that result from FL study. G-TM is a way of studying language that approaches the language first through detailed analysis of its grammar rules followed by application of the knowledge to the task of translating sentences and texts into and out of the target language. The first language is maintained as the reference system in the acquisition of the second language.

Reading and writing are the major focus: little or no systematic attention is paid to speaking or listening.

In a typical G-T text the grammar rules are presented and illustrated a list of vocabulary items is presented with their translation equivalents and translation exercise a prescribed.

the sentence is the basic unit of teaching and language practice. Much of the lesson is devoted to translating sentences into and out of the target language and it is this focus on the sentence that is a distinctive feature of the method.

of grammar rules which are then practised through translation Accuracy is emphasized. Students are expected to attain high standarts in translation because of “the high priority attached to meticulous standards of accuracywhich was a prerequisite for passing the increasing numberof formal written examinations that grew up during the century"

Grammar is taught deductively that is by presentation and study exercises.

The student's native language is the medium of instruction. It is used to explain new items and to enable comparisons to be made between the FL and the student's mother tongue. (G-TM dominated in FLT from the 1840s to the 1940s and in modified form it continues to be widely used in some parts of the world today).

In the mid- and late nineteenth centuries opposition to G- TM gradually developed in several European countries. This Reform Movement as it was referred to laid the foundations for the development of a new way of language teaching and raised controversies that have continued to the present day.

From the 1880s however practically minded linguists like Henry Sweet in England Wilhelm Victor in Germany and Paul Passy in France began to promote their intellectual leadership needed to give reformist ideas greater credibility and acceptance.

The main principles of their theory were:

the study of the spoken language;

phonetic training;

an inductive approach to the teaching of grammar;

teaching new meanings through establishing associationswithinthe target language rather than by establishing associations with the mother tongue;

translation should be avoided although the mother tongue could be used in order to explain new words orto check comprehension.

The idea put forward by members of the Reform Movement had a role to play in developing principles of FLT out of naturalistic approach to language learning. This led to what has been termed 'natural method' and ultimately led to the development of what came to be known as the Direct Method.

In the 1920s and 1930s H.E.Palmer A.S.Hornby and other British linguists developed an approach to methodology that involved systematic principles of selection (the procedures by which lexical and grammatical content was chosen) gradation (principles by which the organization and sequencing of content were determined) and presentation (techniques used for presentation and practice of items in a course). Their general principles were referred to as the oral approach to language teaching. The characteristic feature of the approach was that new language points were introduced and practised situationally.

Later the terms Structural Situational Approach and Situational Language Teaching came into common usage.

Like the Direct Method Situational Language Teaching (SLT) adopts an inductive approach to the teaching of grammar. The meaning of words or structures is not to be given through translation in either the native tongue or the target language but is to be induced from the way the form is used in the situation. H.Palmer believed that "if we give the meaning of a new word either by translation into the home language or by an equivalent in the same language as soon as we introduced it we weaken the impression which the word makes on the mind".

Explanation is therefore discouraged and the learner is expected to deduce the meaning of a particular structure or vocabulary item from the situation in which it is presented.

In 1939 the university of Michigan developed the first English Language Institute in the United States. It specialized in the training of teachers of English as a foreign language and in teaching English as a second or foreign language.

The approach to FLT became known as the Audio-Lingual Method. According to this method FL was taught by systematic attention to pronunciation and by intensive oral drilling of its basic sentence patterns.

The language teaching theoreticians and methodologists who developed Audio-lingualism (Charles Fries William Moulton) believed that the use of the student's native language should be forbidden at early levels .

Translation as a teaching device may be used where students need or benefit from it. It was one of the principles of Communicative Language Teaching the origins of which are to be found in the changes in the British language teaching tradition dating from the late 1960’s.

Looking back from the vantage point of 1990’s we can see that the Direct Method Audio-Lingual and Communicative Methods have their rationale and supporters yet they are not equally efficient for all learners and for all teachers and for all situations.

The methodology must be flexible and electric based on a careful selection of facets of various methods and their integration into a cohesive coherent procedure. Of central importance are positive attitudes of learners and teachers; they should permeate all stages of teaching/learning process make every learning hour a stimulating motivating experience leading to pleasure and success in language acquisition.

The teacher’s pivotal responsibility is to imbue students with confidence and self-esteem emotional security and a well-integrated personality that will make them life-long learners.

The emerging “paradigm shift” in teaching strategies needs new generalizations which will lead to improved attitudes and better results in teaching/learning process which will be beneficial both for learners and teachers alike.

It is difficult to predict whether the Communicative Method will last any longer than its predecessors but it can’t be denied that the work of the innovators constitutes a challenge to convention thinking about language teaching which is unfortunately “stubbornly” adhered by many classroom teachers and teacher-practitioners.


Current Trends

What is current methodology? Do we have to abandon all we have learned of the Audio-Lingual method the Direct Method (DM) and start anew? Thus far the suggestions for change have been gentle but we have not been left with a vacuum to be filed. Judging from techniques and trends of the past few years we can see that current thinking methodology seems to be in the direction of: – relaxation of some extreme restrictions of A-LM and DM; – development of techniques requiring a more active use of the students mental detail.

Let us examine these two trends in some detail.

Teachers have found that a close adherence to the listening-speaking-reading-writing order has not always been effective and brought the desired results.

On the other hand a lack of such adherence has not proved harmful. They has also called into question the theory that speech is primary and reading and writing are secondary manifestations. Such theoretical and experimental rethinking has resulted in the current trend toward teaching and testing the various language skills in more integrated way. The close procedure provides an interesting and thought-provoking exercise which trains the students to look carefully at all structural clues and to range around within a semantic field for related concerts. It is a good preparation for careful reading and a useful overall written test.

The teachers no longer feel the need to defer or widely separate reading and writing lessons from listening and speaking activities.

Similarly the prohibition against using the student’s native language has been considerably relaxed. It is just more efficient to give explanations and instructions in the native language because it affords more time for really meaningful practice in English.

Notable among current trends is the more practical recognition of the varying needs of learners. If for instance a learner needs a reading knowledge of English above all else then reading must have priority and the learner must learn this skill through specific guided practice in reading.

Another question is whether the teacher should polish learner’s structure so as to exclude a change of making a mistake. That “prohibition” of errors way largely due to the fear that mistakes would contribute to the creation of a bad habit. Now that the “habit theory” of language acquisition has been challenged and creative aspects of language learning emphasised the teacher is freed from this fear. Student’s creative involvement is more important to the learning process than the mere avoiding of errors (this doesn’t mean that the teacher should not correct the student and provide necessary drill when appropriate).

Teachers for some time have felt a need of moving from A-LM (with its rigid structure pattern) to a less controlled situation in which the student can communicate his own ideas. Classroom activities may be grouped into four categories:

completely manipulative;

predominantly manipulative;

predominantly communicative;

completely communicative.

Examples of completely manipulative activity would be:

a) a drill in which the students merely repeat sentences after the teacher;

b) a simple substitution drill ( by showing a picture or explaining a scene from the students experience). The latter exercise could be made into a predominantly manipulative drill that is it would include a small element of communication).

In a more advanced class the students retell a story the teacher has given them. Finally an example of pure communication would be a free conversation among the members of the class such as a role-playing conference etc.)


Cognitive Code-Learning Theory (CC-LT) or the Trend towardCognitive Activity

The trend toward a more active use of the students' mental powers probably represents the most important effort of the cognitive theory of language acquisition. Advocates of the A-LM often advised the teacher to keep students "active" - since they said when a student is active he is learning. They advised him to have all his students saying things aloud in English during as much of the class period as possible. This was the chief reason for doing so much choral work. In this way the greatest number of

students could be actively participating - "using the language" as it was called .

Language learning is viewed as rule acquisition not habit formation. Instruction is often individualized: learners are responsible for their own learning. Reading and writing are once again as important as listening and speaking; errors are viewed as inevitable.

But the utility of such "active" use of the language has been challenged by proponents of CC-LT. They point out that the mere mechanical repetition of language forms is in reality passive rather than active learning for it is primarily - sometimes almost entirely - a physical mechanical sort of activity. It does not begin to engage the student's full mental powers. CC-LT as a FLT method is based on the following principal assumptions:

1. language is a system of signs governed by its own rules;

2. CC-LT implies recognition of form perception of meaning relations of universals and particulars generalisation and analogy;

3. the assimilation of material is directly proportional to the degree of its comprehension;

4. language is more than a system of habits which can be formed through

Systematic drills;

5. language learning is a creative process therefore the student should

be as mentally active as possible in all assigned work:

6. a) drills and exercises should be meaningful;

b) deductive use of exercises designed to teach grammar structures (deductive explanations i.e. rule prior to practice starting with the rule and then offering examples to show how this rule applies);

c) rote learning is to be avoided;

d) reading and writing should be taught at early stages along with

listening and speaking;

e) occasional use of student's native language for explanation of new grammar and vocabulary is beneficial.

The cognitive principles of learningcan convenientlybe

summarised under three headings:

1. the need for experience;

2. the process of assimilation;

3. developmental stages.

These three principles are not only suited to adult learners but they have been readily adopted in the primary school and the following are suggestions for practicing cognitive principles in the classroom with younger children:

a) Give experience of the language they are learning - teach them poems rhymes songs tell them stories talk to them.

b) Give them activities - painting modeling playing game etc.

c) Don't stick rigidly to a predetermined language syllabus - allow the activities that take place in the class to range freely and develop naturally and let the occurrence of stimulating events that happen in the environment influence the vocabulary and structures that are introduced and practiced in each lesson.

Viewing language learning as a natural creative process rather than as habit formation suggests that the teacher should provide guided practice in thinking in the language rather than a mere repetition drill. Such mental involvement tends to make language learning more enjoyable tor the student - hence improved attitudes and better results.

It seems also appropriate to remind ourselves that teaching involves much more than a knowledge of methods. However well-versed a teacher may be in psychological and linguistic theories in techniques and methodologies his knowledge alone will not assure success. An even more basic ingredient of all good teaching is the teacher's attitude toward his students and his work.

We must recognise the teacher's compassionate intelligent individual approach to his work as the essential factor in successful language teaching

To sum it up language in CC-LT is viewed as an abstract model governed by its own rules; language material is assimilated in blocks not discretely i.e. in their constitutive elements; assimilation is directly proportional to comprehension; frequency of contrast is more important than frequency of repetition. According to this theory assimilation of language is achieved by conscious control over phonological grammatical and lexical models of a foreign language by way of conscious learning and analysis.

And finally practice and pedagogical experimenting shows that the priority of a certain methods is not justified. Some specialists believe that a creative synthesis of provisions of every method (eclecticism) may yield good results.


1.1.2. Current Concepts in secondary school graduates EFL


While the field of teaching English as a foreign language (EFL) to high

school graduates has its own unique terms and concepts it often draws

from the professional vocabulary of other areas of education such as K-

12 adult basic education and higher education. This article presents a

selection of such terms and concepts discussing them as they are

applied in the adult ESL context and citing sources where they are

described with adult immigrant learners in mind. Some terms are broad

representing theories or approaches while others might be more

accurately described as methods or techniques. Most are mutually

supportive and can be integrated in instruction to expand and enrich learning in any EFL setting.


Authentic or Alternative Assessment


Authentic or alternative assessment describes efforts to document learner achievement through activities that require integration and application of knowledge and skills and are based on classroom instruction. Ideally these assessments are relevant to real-life contexts and include activities such as creating a budget completing a project or participating in an interview Authentic assessments are criterion referenced in that

criteria for successful performance are established and clearly articulated. They focus

on the learning process as well as the products and they include means for learner

self-assessment and reflection. Often authentic assessments are used in conjunction

with standardized tests to provide a more complete picture of learner progress.
Examples of authentic assessment include performance-based assessment learner self-assessment and portfolios. Performance-based assessment activities require learners to integrate acquired knowledge and skills to solve realistic or authentic problems such as taking telephone messages completing an application or giving directions. Self assessment refers to checklists logs reflective journals or

questionnaires completed by learners that highlight their strategies attitudes feelings and accomplishments throughout the learning process .

Portfolio assessment consists of a systematic collection of the learners' work (such as writing samples journal entries worksheets recorded speech samples or standardized test results) to show individual progress toward meeting instructional objectives .

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