Do Multiple Intelligences Relate to Taiwan's University Students' English Performance?

本文旨在探討多元智能和大學英文系學生的英文能力之間的關係。研究對象為南部一所私立大學的44位英文系學生，受測學生除參加英檢中級測驗外，並填寫一份有關多元智能(Gardner, 1983)問卷調查。研究結果顯示多元智能確實和學生的英文能力有相當程度的關聯性，尤其空間／視覺智能更是和學生的英文聽力、閱讀、以及寫作成績成有正相關，然而空間／視覺智能確是學生的弱項（排列第七），因此建議教師注重學生的個別差異、課程的規劃、教學活動的設計、以及評量方式的多元化，並可藉由培養學生的空間-視覺智能來提升學生的英文學習成效。

關鍵字

英語能力；多元智能

並列摘要

The study aimed to investigate whether multiple intelligences relate to Taiwanese university English major students' performance. Participants were 44 English major students in a private university in south Taiwan. The research instrument included an English proficiency test (CEF B1) and questionnaire dealing with students' multiple intelligences (Gardner, 1983). Available data were analyzed by using descriptive and inferential statistics with SPSS 15, including item means, standard deviations, and regression analysis. Findings showed that multiple intelligences did relate to Taiwanese university students' English performance to some extent, in particular, spatial-visual intelligence was found to be the best predictor of students' English scores. However, students were found to be weaker with the type of intelligence. So it's expected that teachers train students such abilities to represent visual or spatial ideas graphically.

並列關鍵字