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題名 國小學生多元智能與英語閱讀能力之相關性研究
The Correlation between Elementary School Students` Multiple Intelligences and English Reading Proficiency
作者 韓維仁
Han, Wei-jen
貢獻者 林啟一
Lin,Chi-yee
韓維仁
Han, Wei-jen
關鍵詞 多元智能
英語閱讀能力
高成就者
低成就者
性別差異
multiple intelligences
English reading proficiency
high achiever
low achiever
gender difference
日期 2006
上傳時間 17-Sep-2009 16:35:52 (UTC+8)
摘要 過去二十多年來，多元智能理論在教育界受到極大的重視與推崇，該理論對於外語課程與教學亦有所啟發。本研究旨在調查國小高年級學生的多元智能與英語閱讀能力之關係，主要探討和英語閱讀能力相關的多元智能，並比較英語閱讀高低成就者與不同性別學生在多元智能與英語閱讀成績方面之差異，以供英語閱讀課程設計及教學作參考。
      本研究之對象為台北縣257名國小六年級學生，以「多元智能評量表」及「英語閱讀能力測驗」為研究工具，進行量化調查研究，以描述統計、多元迴歸、獨立樣本T考驗等統計方法分析結果。
      本研究之主要結果如下：
     一、以國小學生之多元智能分佈而言，其人際智能、空間智能、內省智能以及
      肢體運動智能較強，然其自然智能、語言智能以及音樂智能較弱。
     二、以國小學生之英語閱讀能力而言，其英語對話能力差異較大，然其單字部
      分差異則較小。
     三、國小學生的英語閱讀能力與多元智能有顯著相關，亦即英語閱讀能力與邏
      輯數理智能、音樂智能達顯著正相關，與自然觀察智能達顯著負相關。
     四、英語閱讀高低成就者在多元智能分佈上有顯著差異。亦即高成就者每一項
      多元智能皆顯著高於低成就者，且以邏輯數理智能、音樂智能、及語文智
      能差異最大。
     五、英語閱讀高低成就者在英語閱讀能力方面有顯著差異。亦即高成就者之英
      語閱讀能力，在單字、句子、對話的等方面，皆顯著高於低成就者之英語
      閱讀能力。
     六、不同性別的學生在多元智能分佈有顯著差異。亦即女生的音樂、人際、語
      文、內省等智能皆顯著高於男生。
     七、不同性別的學生在英語閱讀能力上有顯著差異。亦即女生在閱讀英語單
      字、句子的表現方面，皆顯著高於男生。
     八、不同性別的學生主要和英語閱讀能力相關的多元智能並無差異，亦即男女
      生之邏輯數理智能皆與英語閱讀能力達顯著正相關，且女生的人際智能和
      英語閱讀能力達顯著負相關。
      最後，研究者根據上述之研究結果，對英語教師與教材編輯者提出建言，期能藉由瞭解國小生多元智能與英語閱讀能力之相關性，增進對於英語閱讀能力的理解，進而提升英語閱讀課程設計與教學之效能。
The Multiple Intelligences theory, having received great attention of educators over the past two decades, has made great contributions to language education by casting light on curriculum development and pedagogy. Accordingly, the purpose of this study was to explore the correlation between elementary school students’ multiple intelligences and English reading proficiency. In addition, the study compared the differences between students’ English reading proficiency and multiple intelligences in terms of proficiency level and gender.
      The participants were 257 sixth graders from two urban and two rural elementary schools in Taipei County. The MI Inventory and English reading proficiency test were adopted in the study. The data were analyzed through descriptive statistics, multiple regression, and T-test.
      The major findings of this study were as follows:
     1. Elementary school students were stronger interpersonal, spatial-visual, intrapersonal, and bodily- kinesthetic intelligences, yet weaker in naturalist, linguistic, and musical intelligences.
     2. As far as elementary school students’ English reading proficiency was concerned, the greatest gap existed in their dialogue ability, yet the smallest gap existed in their vocabulary ability.
     3. Elementary school students’ multiple intelligences were significantly correlated with English reading proficiency. Their English reading proficiency was positively correlated with logical-mathematical and musical intelligences, but negatively correlated with naturalist intelligence.
     4. There were significant differences in the distribution of multiple intelligences between high and low achievers in English reading proficiency. High achievers were stronger in all of the eight multiple intelligences than their counterparts, particularly in logical-mathematical, musical, and linguistic intelligences.
     5. There were significant differences in English reading proficiency between high and low achievers. Compared with low achievers, high achievers performed better in the vocabulary, sentence, and dialogue sections of the English reading proficiency test.
     6. There were significant differences in the distributions of multiple intelligences between different genders. Namely, girls’ musical, interpersonal, linguistic, and intrapersonal intelligences were significantly stronger than those of boys’.
     7. There were significant differences in English reading proficiency between different genders. More specifically, girls performed better than boys in the vocabulary and sentence sections of the English reading proficiency test.
     8. Boys and girls had the same dominant intelligence of English reading proficiency, i.e. logical-mathematical intelligence. In addition, girls’ interpersonal intelligence was negatively correlated with English reading proficiency.
      Based on the findings of the correlation between multiple intelligences and English reading proficiency, the researcher provided English teachers and material designers with constructive suggestions to improve the curriculum development and pedagogy for English reading.
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描述 碩士
國立政治大學
英國語文學系英語教學碩士在職專班
93951013
95
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0093951013
資料類型 thesis
dc.contributor.advisor 林啟一zh_TW
dc.contributor.advisor Lin,Chi-yeeen_US
dc.contributor.author (Authors) 韓維仁zh_TW
dc.contributor.author (Authors) Han, Wei-jenen_US
dc.creator (作者) 韓維仁zh_TW
dc.creator (作者) Han, Wei-jenen_US
dc.date (日期) 2006en_US
dc.date.accessioned 17-Sep-2009 16:35:52 (UTC+8)-
dc.date.available 17-Sep-2009 16:35:52 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:35:52 (UTC+8)-
dc.identifier (Other Identifiers) G0093951013en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33438-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系英語教學碩士在職專班zh_TW
dc.description (描述) 93951013zh_TW
dc.description (描述) 95zh_TW
dc.description.abstract (摘要) 過去二十多年來，多元智能理論在教育界受到極大的重視與推崇，該理論對於外語課程與教學亦有所啟發。本研究旨在調查國小高年級學生的多元智能與英語閱讀能力之關係，主要探討和英語閱讀能力相關的多元智能，並比較英語閱讀高低成就者與不同性別學生在多元智能與英語閱讀成績方面之差異，以供英語閱讀課程設計及教學作參考。
      本研究之對象為台北縣257名國小六年級學生，以「多元智能評量表」及「英語閱讀能力測驗」為研究工具，進行量化調查研究，以描述統計、多元迴歸、獨立樣本T考驗等統計方法分析結果。
      本研究之主要結果如下：
     一、以國小學生之多元智能分佈而言，其人際智能、空間智能、內省智能以及
      肢體運動智能較強，然其自然智能、語言智能以及音樂智能較弱。
     二、以國小學生之英語閱讀能力而言，其英語對話能力差異較大，然其單字部
      分差異則較小。
     三、國小學生的英語閱讀能力與多元智能有顯著相關，亦即英語閱讀能力與邏
      輯數理智能、音樂智能達顯著正相關，與自然觀察智能達顯著負相關。
     四、英語閱讀高低成就者在多元智能分佈上有顯著差異。亦即高成就者每一項
      多元智能皆顯著高於低成就者，且以邏輯數理智能、音樂智能、及語文智
      能差異最大。
     五、英語閱讀高低成就者在英語閱讀能力方面有顯著差異。亦即高成就者之英
      語閱讀能力，在單字、句子、對話的等方面，皆顯著高於低成就者之英語
      閱讀能力。
     六、不同性別的學生在多元智能分佈有顯著差異。亦即女生的音樂、人際、語
      文、內省等智能皆顯著高於男生。
     七、不同性別的學生在英語閱讀能力上有顯著差異。亦即女生在閱讀英語單
      字、句子的表現方面，皆顯著高於男生。
     八、不同性別的學生主要和英語閱讀能力相關的多元智能並無差異，亦即男女
      生之邏輯數理智能皆與英語閱讀能力達顯著正相關，且女生的人際智能和
      英語閱讀能力達顯著負相關。
      最後，研究者根據上述之研究結果，對英語教師與教材編輯者提出建言，期能藉由瞭解國小生多元智能與英語閱讀能力之相關性，增進對於英語閱讀能力的理解，進而提升英語閱讀課程設計與教學之效能。		zh_TW
dc.description.abstract (摘要) The Multiple Intelligences theory, having received great attention of educators over the past two decades, has made great contributions to language education by casting light on curriculum development and pedagogy. Accordingly, the purpose of this study was to explore the correlation between elementary school students’ multiple intelligences and English reading proficiency. In addition, the study compared the differences between students’ English reading proficiency and multiple intelligences in terms of proficiency level and gender.
      The participants were 257 sixth graders from two urban and two rural elementary schools in Taipei County. The MI Inventory and English reading proficiency test were adopted in the study. The data were analyzed through descriptive statistics, multiple regression, and T-test.
      The major findings of this study were as follows:
     1. Elementary school students were stronger interpersonal, spatial-visual, intrapersonal, and bodily- kinesthetic intelligences, yet weaker in naturalist, linguistic, and musical intelligences.
     2. As far as elementary school students’ English reading proficiency was concerned, the greatest gap existed in their dialogue ability, yet the smallest gap existed in their vocabulary ability.
     3. Elementary school students’ multiple intelligences were significantly correlated with English reading proficiency. Their English reading proficiency was positively correlated with logical-mathematical and musical intelligences, but negatively correlated with naturalist intelligence.
     4. There were significant differences in the distribution of multiple intelligences between high and low achievers in English reading proficiency. High achievers were stronger in all of the eight multiple intelligences than their counterparts, particularly in logical-mathematical, musical, and linguistic intelligences.
     5. There were significant differences in English reading proficiency between high and low achievers. Compared with low achievers, high achievers performed better in the vocabulary, sentence, and dialogue sections of the English reading proficiency test.
     6. There were significant differences in the distributions of multiple intelligences between different genders. Namely, girls’ musical, interpersonal, linguistic, and intrapersonal intelligences were significantly stronger than those of boys’.
     7. There were significant differences in English reading proficiency between different genders. More specifically, girls performed better than boys in the vocabulary and sentence sections of the English reading proficiency test.
     8. Boys and girls had the same dominant intelligence of English reading proficiency, i.e. logical-mathematical intelligence. In addition, girls’ interpersonal intelligence was negatively correlated with English reading proficiency.
      Based on the findings of the correlation between multiple intelligences and English reading proficiency, the researcher provided English teachers and material designers with constructive suggestions to improve the curriculum development and pedagogy for English reading.		en_US
dc.description.tableofcontents TABLE OF CONTENTS
     
     Acknowledgment..........................................iii
     Chinese Abstract.........................................xi
     English Abstract.......................................xiii
     Chapter
     1.Introduction............................................1
      1.1 Motivation .........................................1
      1.2 Purpose of the Study................................4
      1.3 Significance of the Study...........................4
     2.Literature Review.......................................6
      2.1 The Theory of Multiple Intelligences................6
      2.1.1 The Development of Intelligence Theory........6
      2.1.2 The Definition of Multiple Intelligences......8
      2.1.3 The Principal Claims of MI Theory............11
      2.1.4 The Myths and Realities of Multiple
      Intelligences................................12
      2.1.5 Application and Criticisms of MI Theory in
      ESL/EFL Instruction......................... 15
      2.2 Theories of Reading................................18
      2.2.1 Studies on Reading in the First Language.....19
      2.2.1.1 The Definition of Reading............19
      2.2.1.2 The Process of Reading...............20
      2.2.2 Studies on Reading in the Second or Foreign
      Language.....................................23
      2.2.2.1 The Components and Skills of Reading.23
      2.2.2.2 Differences between L1 and L2 Readers25
      2.2.3 Studies on Reading at Beginning Level........28
      2.2.3.1 Reading Readiness Approach...........29
      2.2.3.2 Meaning-based Approach...............31
      2.2.3.3 Balanced Approach....................31
      2.3 Multiple Intelligences and English Reading.........33
      2.3.1 Correlation between Multiple Intelligences and
      English Reading......... ....................33
      2.3.2 Application of MI theory in English Reading
      Curriculum Development.......................36
      2.4 Research Questions.................................39
      2.5 Hypotheses.........................................39
     3.Methodology............................................41
      3.1 Participants.......................................41
      3.2 Instrument.........................................42
      3.2.1 English Reading Proficiency Test.............42
      3.2.2 Multiple Intelligences Inventory.............43
      3.3 Procedures.........................................44
      3.3.1 Formal Testing...............................44
      3.3.2 Scoring......................................45
      3.3.3 Criterion for Grouping.......................45
      3.4 Data Analysis......................................46
     4.Results................................................47
      4.1 Correlation between Multiple Intelligences and
      English Reading Proficiency........................47
      4.1.1 Distribution of Students’Multiple
      Intelligences................................48
      4.1.2 Students’ English Reading Proficiency.......49
      4.1.3 Correlation between Multiple Intelligences and
      English Reading Proficiency..................50
      4.2 Comparison between High and Low Achievers..........52
      4.2.1 Comparison between High and Low Achievers in
      Multiple Intelligences.......................52
      4.2.2 Comparison between High and Low Achievers in
      English Reading Proficiency..................55
      4.3 Comparison between Different Genders...............56
      4.3.1 Comparison between Different Genders in
      Multiple Intelligences.......................57
      4.3.2 Comparison between Different Gender in English
      Reading Proficiency..........................59
      4.4 Correlation between Multiple Intelligences and
      English Reading Proficiency for Different Genders..60
      4.4.1 Correlation between Multiple Intelligences and
      English Reading Proficiency for Boys.........60
      4.4.2 Correlation between Multiple Intelligences and
      English Reading Proficiency for Girls........61
     5.Discussion.............................................64
      5.1 Conclusion.........................................64
      5.1.1 Correlation between Multiple Intelligences and
      English Reading Proficiency..................65
      5.1.2 Comparison between High and Low Achievers in
      Multiple Intelligences and English Reading
      Proficiency..................................69
      5.1.3 Comparison between Different Genders in
      Multiple Intelligences and English Reading
      Proficiency..................................70
      5.1.4 Comparison between Different Genders in
      Dominant Multiple Intelligences Correlated
      with English Reading Proficiency.............72
      5.2 Limitations........................................73
      5.3 Pedagogical Implications...........................73
      5.4 Suggestions for Further Research...................76
     References...............................................77
     Appendixes...............................................89
     A. STYLE English Reading Proficiency Test................89
     B. Multiple Intelligences Inventory......................91
     C. Letter of Permission for Using Multiple Intelligences
      Inventory.............................................95
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     LIST OF TABLES
     
     Table 1 Residential Areas and the Numbers of Classes and Students of Participating Schools…………………………………………………………………..….41
     Table 2 Scoring of the English Reading Proficiency Test...........................................45
     Table 3 Descriptive Statistics of Students’ Multiple Intelligences..............................48
     Table 4 Descriptive Statistics of Students’ English Reading Proficiency...................50
     Table 5 Analysis of Multiple Regression on the Correlation between Multiple Intelligences and English Reading Proficiency…………………………......51
     Table 6 Distribution of Multiple Intelligences for High and Low Achievers……......54
     Table 7 English Reading Proficiency for High and Low Achievers…………………56
     Table 8 Distribution of Multiple Intelligences for Different Genders..................…...58
     Table 9 English Reading Proficiency for Different Genders…………………….......59
     Table 10 Analysis of Multiple Regression on Correlation between Multiple
     Intelligences and English Reading Proficiency for Boys………………..….61
     Table 11 Analysis of Multiple Regression on Correlation between Multiple
     Intelligences and English Reading Proficiency for Girls………………..….62
     
     
     
     
     
     
     
     
     LIST OF FIGURES
     
     Figure 1 Interactive Model of the English Expert Reading Processor……………….23
     Figure 2 Distribution of Students’ Multiple Intelligences……………………...……49
     Figure 3 Students’ English Reading Proficiency……………………………….……50
     Figure 4 Comparison between High and Low Achievers in Multiple Intelligences....54
     Figure 5 Comparison between High and Low Achievers in English Reading Proficiency…………………………………………………………….……56
     Figure 6 Comparison between Boys and Girls in Multiple Intelligences……………58
     Figure 7 Comparison between Boys and Girls in English Reading Proficiency…….60		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0093951013en_US
dc.subject (關鍵詞) 多元智能zh_TW
dc.subject (關鍵詞) 英語閱讀能力zh_TW
dc.subject (關鍵詞) 高成就者zh_TW
dc.subject (關鍵詞) 低成就者zh_TW
dc.subject (關鍵詞) 性別差異zh_TW
dc.subject (關鍵詞) multiple intelligencesen_US
dc.subject (關鍵詞) English reading proficiencyen_US
dc.subject (關鍵詞) high achieveren_US
dc.subject (關鍵詞) low achieveren_US
dc.subject (關鍵詞) gender differenceen_US
dc.title (題名) 國小學生多元智能與英語閱讀能力之相關性研究zh_TW
dc.title (題名) The Correlation between Elementary School Students` Multiple Intelligences and English Reading Proficiencyen_US
dc.type (資料類型) thesisen
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