王曉笛?王碩

【摘要】任務(wù)型教學(xué)法和多元智能理論不僅確立了以學(xué)生為中心的教學(xué)新理念，而且適應(yīng)了我國(guó)英語(yǔ)教學(xué)的發(fā)展需要。本文在此分析這兩種理論在教學(xué)方法和教學(xué)理論異同的基礎(chǔ)上，認(rèn)為將其應(yīng)用于教學(xué)過(guò)程中，應(yīng)注意確立學(xué)生主體性地位，推進(jìn)教學(xué)活動(dòng)及評(píng)價(jià)標(biāo)準(zhǔn)多樣化，掌握靈活運(yùn)用的方式，可以推動(dòng)英語(yǔ)教學(xué)的健康、有效的發(fā)展。

【關(guān)鍵詞】任務(wù)型教學(xué)法；多元智能理論；學(xué)生主體

【Abstract】Task-based Language Teaching and Multiple Intelligences Theory not only establish a new concept of learner-centered teaching, but also meet the needs of English teaching in China. Based on the comparison between teaching methods and teaching theories, this paper analyzes that the application of these two theories to the teaching process and believes that it should be pay attention to establishing the subjective status of students. To promote the diversification of teaching activities and evaluation standards, and to master the flexible use of the way, which can promote the healthy and effective development of English teaching.

【Key words】TBLT; MI; Learner-centered

【作者簡(jiǎn)介】王曉笛(1995.07.10-)，女，吉林外國(guó)語(yǔ)大學(xué)在讀研究生，研究方向：英語(yǔ)教學(xué)；王碩(1995.07.10-)，女，漢族，河南滑縣人，吉林外國(guó)語(yǔ)大學(xué)碩士研究生在讀，研究方向：英語(yǔ)教學(xué)。

1. Introduction

In 1980s, Probhu proposed the TBLT from the point of view of teaching, the purpose of which is to enable students to learn the language in the process of completing the task. Willis put forward the three pattern of TBLT: pre-task; task cycle; language focus in 1990s. As “an effective pedagogy” (Robertson, 2014, p.188), and TBLT implementation has resulted in varying degrees of success (Littlewood, 2007).Therefore, it is of significance to explore teachers’ learning to implement TBLT, which may bring insights to second language teacher education.

MI refers to a learner-based philosophy that characterizes human intelligence as having multiple dimensions that must be acknowledged and developed in education. Everyone basically has these nine intelligences, and develops some particularly developed intelligence and tends to learn in these ways.

2. Comparative analysis

The TBLT and the MI have great similarities in guiding language learning, and they also have their own characteristics.

2.1 The? similarities

2.1.1 Background

In 1980s, People discuss the process of language acquisition from the point of psychological, which greatly promotes the development of second language teaching. And it was at this time，Task-based language teaching multiple Intelligences theory have been introduced into second language teaching. TBLT draws on the advantages of translation, listening and writing methods, allowing students to acquire language by using language to accomplish tasks. The theory of multiple intelligences negates the teaching idea of intelligent monism in the past, and emphasizes the all-round development of students ‘ multiple intelligences, so that each student can acquire the language with his own intelligent advantages.

2.1.2 The core of learning

Both the TBLT and the MI emphasize the subject status of students, both require students to actively participate in the learning process, through role-playing practice, learn how to communicate with language, the real sense of the students as the main body of language learning. As we all know, Translation method emphasized that teachers were the shapers of students ‘ language, and students were the object of education, And the Audio-method blindly emphasizes mechanical imitation and passive learning, they all take teachers as the main body of the model to carry out teaching, on the contrary, TBLT holds that students are the main body of learning, although teaching is needed, it is not a necessary condition for language learning. The MI requires targeted teaching should be carried out according to the intelligent advantages of students in some aspects, so that each student can actively participate in the whole learning process with his or her own potential advantage.

2.1.3 Cognitive style

The Discovery Learning Theory of Bruner believes that learning is a process in which students explore on their own initiative, by motivating intrinsic motivation; students acquire problem-solving skills. The TBLT and MI all emphasis on students actively explore the study, and students are required to acquire language in the process of participation.

2.2 The differences

2.2.1 Basic sources

Although both the TBLT and the MI are introduced into the teaching of second language from the field of psychology, the basic sources of the two methods are still different. Task-based language teaching method is to absorb the reasonable components of translation method, listening and hearing method, to discard its shortcomings, and on the basis of the formation of new teaching methods. MI is based on the traditional IQ theory and the cognitive development theory of Jean Piaget, and emphasizes a new theory of the development of human multiple intelligences.

2.2.2 Grouping

The use of TBLT in the grouping, with a great deal of arbitrariness, it is possible that each intelligent advantage of different students will be divided into the same group, but in multiple intelligences requires that before grouping, students must fill out the intelligent evaluation form and then group it according to the criteria with the same intelligent advantage

2.2.3 Teaching evaluation

Task-based language teaching is mainly based on students ‘ evaluation of the completion of the task, teachers have a tolerant attitude towards students ‘ mistakes, and generally give a positive evaluation to enhance students ‘ self-confidence; The multiple intelligences requires a positive evaluation of each student’s intelligence advantage, because the students themselves have certain advantages, so the students ‘ self-confidence is extremely strong, the teacher’s evaluation standard should also be diversified in form, not only limited to the past single examination form.

3. Teaching enlightenment

3.1 Established the learner-centered

Although teachers are the shapers of students ‘ language and play an important role in English teaching, each student has a different way of cognition because of his or her intellectual differences and interests, and everyone has his or her own cognitive approach. As a teacher, only through pushing students to the real stage, so that students play the leading role, actively participate in the whole learning process, in the real situation, through a large number of language contacts to learn the language. In the future teaching, only with the actual situation of students, teaching different students with different methods, in order to meet the development needs of vocational education.

3.2 Design diverse teaching activities and evaluation criteria

Since students are the core of learning, our activities have to design around students. Both the task-based language teaching method and the multiple intelligences attach importance to the individual differences of students. Therefore, our teaching activities must be in a variety of forms, and each student can participate in their own unique way, at the same time, our evaluation criteria can’t be use model of “one-size-fits-all”, but also in a variety of forms, only in this way, our teaching activities can be full of vitality, the corresponding evaluation criteria will greatly encourage each student.

3.3 Flexibly application

Although the task-based language teaching method and multiple intelligences provide great convenience for our English teaching, we cannot copy it mechanically. There should be different variations in the concrete practice teaching, and we should always think of it as a dynamic and developing process. As the teacher, we should explore the teaching methods with local characteristics according to the actual situation of our home.

4. Conclusion

By comparing what we find that TBLT and MI not only adapts to the actual needs of English teaching, but also embodies the shift of foreign language teaching from focus on teaching to learning. Starting from the intelligent advantage of each student, the teaching strategy of aptitude is implemented in real situation. These two methods mainly focus on the learner-centered. The application of these two methods not only meets the needs of innovative requirements of English teaching, but also promotes the enthusiasm and innovation of students ‘ learning. It has greatly promoted the efficient development of English teaching, and better promoting students ‘ learning and the cultivation of various abilities.

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