Date of Award

Summer 8-13-2020

Degree Type

Thesis

Degree Name

MA Asian Studies

Department

Language/Literature /Culture

Advisor

Dongdong Chen, Ph.D.

Committee Member

Shigeru Osuka, Ed.D.

Committee Member

Edwin Pak-Wah Leung, Ph.D.

Committee Member

Diana Alvarez Amell, Ph.D.

Keywords

Multiple Intelligences, Chinese Language Teaching, Globalization, Language Teaching Techniques

Abstract

The Theory of Multiple Intelligences (MI), first proposed by Howard Gardner in 1983, critiqued traditional IQ tests that focus on humans’ logical and linguistic capabilities and listed the possibilities of human brains processing all fields of intelligence, including musical, spatial, kinesthetic, etc. The MI Theory has been recognized for its importance in foreign language teaching in a variety of languages, including ESL and Spanish. From my research, the use of Multiple Intelligences (MIs) in Chinese language teaching is not frequently discussed with the characteristics of each intelligence in the context of the different techniques in teaching Chinese. My paper aims to provide a detailed analysis of each intelligence and discuss how different MIs are effectively used in the teaching of Chinese respectively. A case study in the college Introductory Chinese class is given to investigate how students rate the different teaching activities in the context of MIs. My paper also addresses the unique significances as of the year 2020, such as the huge increased demand for Chinese language teaching, the various formats of globalization, and the diversification of language learners as well as language teachers. Under the circumstance of all the above factors, the application of MI in Chinese language teaching is still meaningful, yet challengeable, and influential.

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