TEACHING STRATEGIES BASED ON GARDNER'S MULTIPLE INTELLIGENCE THEORY--A CASE OF TECHNICAL STUDENTS OF ENGLISH FOR SPECIFIC PURPOSES (ESP) AT THE UNIVERSIDAD POLITECNICA DE VALENCIA

摘要

Howard Gardner's theory on multiple intelligences offers the fantastic background for an innovative approach to the preparation of new techniques in the learning/teaching process of everyday classrooms [4]. When it comes to teaching English as a second language, this is particularly important for the understanding of the multicultural world we are living in. The paper we are offering focuses on new strategies based on the Multiple Intelligence theory applied to students of English for Specific Purposes. Our research consists of an analysis of several classes with and without applying the theory, both cases where we can offer a statistical study of students' results in the short run. In a changing professional world, the academic function of providing competent updated workforce to companies can be highly benefited from this approach. Adults and young adults are then our main emphasis on the development of the research. The Multiple Intelligence theory provides a basis for the correct acquisition not only of the language skills concerned with the subjects but also the abilities and competence established by new syllabi under the directives of the Bologna process within the European Higher Education Area (EHEA) and the Common European Framework of Reference for Languages. Furthermore, since one of the main objectives of the Bologna process is to promote the independent work of the student, a good tutorship is needed throughout this process in order to ensure a successful acquisition of the knowledge in the learner. Therefore, the present paper intends to offer an invitation to innovative action not only in the field of languages but also in the achievement of goals established by the Bologna process in the form of competence, cooperative work and selfdevelopment. Gardner's assumption is that humans are able to acquire knowledge of all kinds through eight different types of intelligences. Taking this into account can result in reaching each one of our students in class, a fact of special importance when dealing with multi-skilled groups or groups of mixed abilities. Our study provides evidence that learners' results are better when the teacher considers these multiple intelligences.