Opportunities to develop multiple intelligences in the communication and culture section of the moet’s new english textbook 10

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER OPPORTUNITIES TO DEVELOP MULTIPLE INTELLIGENCES IN THE “COMMUNICATION AND CULTURE” SECTION OF THE MOET’S NEW ENGLISH TEXTBOOK 10 Supervisor: Nguyễn Thu Hiền Ph.D Student: Nguyễn Vân Thảo Course: QH2016.F1.E1 Hanoi – 2020 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP CƠ HỘI ĐỂ PHÁT TRIỂN ĐA TRÍ TUỆ TRONG PHẦN “GIAO TIẾP VÀ VĂN HÓA” CỦA SGK TIẾNG ANH 10 (THÍ ĐIỂM) Giáo viên hướng dẫn: T.S Nguyễn Thu Hiền Sinh viên: Nguyễn Vân Thảo Khóa: QH2016.F1.E1 HÀ NỘI – 2020 Acceptance page I hereby state that I: Nguyễn Vân Thảo, Class QH.2016.F1.E1.SP.CLC, being a candidate for the degree of Bachelor of Arts Honors (program) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Date ACKNOWLEDGEMENTS This graduation thesis would not have been completed if it had not been for the help and support of many people, who have in one way or another inspired and motivated me to reach the end My deepest gratitude and respect is extended to my supervisor, Mrs Nguyen Thu Hien for her advice and guidance in every step of my journey I am not only greatly indebted to her constructive feedback on every section of my paper but I am also profoundly grateful for her kindness, patience and devotion towards this thesis She has been a constant source of inspiration for me to finally finish this research I would also like to send my utmost appreciation for my high school English teacher, Mrs Nguyen Ha Sam, for her assistance in the process of coding data Her support was vital for the researcher to finalize the results Last but not least, I am thankful for all the help from my friends and sister for their supportive and encouraging words They have helped me overcome the stress and obstacles I encountered during the whole journey 1|Page ABSTRACT The Theory of Multiple Intelligences has been of great interest to psychologists and educators for its significant impact on language learning However, this theory is still under-researched in Vietnamese context and there has been no published research on the representation of multiple intelligences in English textbooks Therefore, the purpose of this study is to investigate the “Communication and Culture” section of the New English Textbook 10 for the opportunities to develop multiple intelligences All of the activities in chosen section of the Student Book were analyzed using a carefully designed MI checklist based on relevant literature of the framework of the MI theory and existing studies on the MI in textbooks The results show that the chosen section of the textbook mostly addressed verbal/linguistic, visual/spatial, interpersonal and logical/mathematical intelligences The less common represented intelligences were intrapersonal, naturalist and musical intelligences No instance of the bodily/kinesthetic intelligence was found in the analyzed activities Hence, the opportunities to enhance linguistic, spatial, interpersonal and logical intelligences are abundant while the chances for the other four intelligences are more limited The findings of the study suggest that English teachers should fully exploit the textbook to help students develop different intelligences and consider the inclusion of more activities to develop the less developed intelligence types in the chosen section of the textbook in their lessons 2|Page TABLE OF CONTENTS ACKNOWLEDGEMENTS ABSTRACT LIST OF ABBREVIATIONS LIST OF FIGURES AND TABLES CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Aim and research questions 1.3 Scope of the study 1.4 Significance of the study CHAPTER 2: LITERATURE REVIEW 10 2.1 Multiple Intelligences in Education 10 2.1.1 Theories of intelligence 10 2.1.2 Multiple Intelligences: Conceptual Framework 11 2.2 Multiple intelligences in language teaching and learning 14 2.2.1 The role of Multiple intelligences in language teaching and learning 14 2.2.2 Multiple Intelligences activities 17 2.3 Multiple intelligences in language textbooks 19 2.3.1 The role of textbooks in language teaching and learning 19 2.3.2 Studies on Multiple intelligences in language textbooks 20 CHAPTER 3: METHODOLOGY 24 3.1 Context of the study 24 3.2 Materials 25 3.3 Text analysis process 25 3.3.1 Coding scheme 26 3.3.2 Coding process 26 3.4 Data analysis 28 CHAPTER 4: RESULTS AND DISCUSSIONS 29 4.1 Overview of the representation of MI in the “Communication and Culture” section of the New English Textbook 10 29 4.2 Opportunities to develop Verbal/Linguistic Intelligence 31 3|Page 4.3 Opportunities to develop Spatial/Visual Intelligence 33 4.4 Opportunities to develop Interpersonal Intelligence 35 4.5 Opportunities to develop Logical/Mathematical Intelligence 36 4.6 Opportunities to develop Intrapersonal Intelligence 38 4.7 Opportunities to develop Naturalistic Intelligence 40 4.8 Opportunities to develop Musical Intelligence and Bodily/Kinesthetic Intelligence 41 4.9 Possible connections between the unit themes and the representation of MI 41 4.10 Summary 43 CHAPTER 5: CONCLUSION 44 5.1 Summary of the findings 44 5.2 Implications of the study 44 5.3 Limitations of the study and recommendations for further research 45 5.4 Concluding remark 46 REFERENCES 47 APPENDIX: MI CHECKLIST 54 4|Page LIST OF ABBREVIATIONS EFL: English as a Foreign Language ELT: English Language Teaching CLT: Communicative Language Teaching MOET: Ministry of Education and Training MoET VEPH: MoET Vietnam Education Publishing House MI: Multiple Intelligences MIT: Multiple Intelligences Theory 5|Page LIST OF FIGURES AND TABLES Figure The distribution of eight intelligences .29 Table Number of activities per intelligence and percentage of occurrence 30 Table Number and percentage of Verbal/Linguistic Intelligence activities 31 Table Number and percentage of Spatial/Visual Intelligence activities .33 Table Number and percentage of Interpersonal Intelligence activities 35 Table Number and percentage of Logical Intelligence activities 37 Table Number and percentage of Intrapersonal Intelligence activities 39 6|Page CHAPTER 1: INTRODUCTION This chapter introduces the background of the study, and discusses the aims, the scope and the significance of the research 1.1 Background to the study The past decade has seen a paradigm shift in teaching approach over the globe Teacher-centeredness in classroom instruction, where the teacher shoulders the major responsibility (Mascolo, 2009), has been deemed ineffective in fostering learners’ educational growth (Duckworth, 2009) Hence, learner-centered approach, rooted in constructivist philosophy of teaching (Brown, 2008), has been adopted in various institutions (McCombs & Whistler, 1997; Weimer, 2002) to encourage learners’ autonomy This approach prioritizes students’ involvement in every aspect of their learning and “learning is dependent upon the nature and will of the learners” (Schmidt, 2010, p 326) In the process of promoting learner-centeredness, it is crucial to take into consideration students’ different needs and learning preferences (Moate & Cox, 2015) to create a motivating learning environment One of learners’ needs is their desire to learn at their own strengths and potentials for academic achievement Gardner (1983) proposed the Multiple Intelligences Theory (MIT), which highlighted individual’s diverse capabilities besides the original emphasis on linguistic and logical mathematical intelligences Though still new to this theory, Vietnamese scholars have made several attempts to investigate the impact of integrating MIT in language classroom activities and learning practices Tran and Le (2017) redesigned the homework tasks in the course book Q-Skills English Reading and Writing with the aim to develop various types of intelligences The students were asked to complete a vocabulary revision task focused on each intelligence on a weekly basis, which resulted in students’ creativity and a greater enthusiasm toward vocabulary learning Chau and Truong (2018) found that MI-oriented task-based activities had great effects on improving the freshmen’ learning motivation and enhancing their speaking skills Besides teaching practices, textbook is also a vital part of every “teaching-learning situation” (Hutchinson & Torres, 1994, p 315) Hence, this study aims to investigate one section of the MOET’s New English Textbook 10 to see whether the activities in this section of the textbook provide opportunities for students to develop their multiple intelligences 7|Page familiar topic about learning, which can provide ample opportunities to develop intrapersonal intelligence by requiring every student to reflect on their own study In particular, students are asked to read about electronic devices and express their opinions and relate to their own experience about using them 4.10 Summary The findings evince that the “Communication and Culture” section of the textbook provides various chances for students to enhance their multiple intelligences with the exception of bodily/kinesthetic intelligence It has been found that there is no balance in the distribution of different types of intelligence in this section The verbal/linguistic receives the most attention in the selected section of the textbook Hence, there are ample opportunities to enhance this type of intelligence Visual/spatial, interpersonal and logical intelligences are addressed in great quantity, while intrapersonal, naturalistic and musical intelligences are represented in the low proportion Thus, the opportunities to nurture intrapersonal, naturalistic and musical intelligences in this section of the book are much fewer than the chances to develop spatial, interpersonal and logical intelligences There are no activities for the development of bodily/kinesthetic intelligence present in the analyzed part of the textbook Nonetheless, there might be opportunities to enhance the less represented intelligences in other sections of the New English Textbook 10 The result also insinuates the possible connection between the theme and the types of intelligences in each unit Certain intelligences tend to be more developed in their related themes, particularly the presence of musical and naturalistic intelligences in the music and nature-related topics respectively Additionally, the topic may have an influence on the types of activities associated with each intelligence For instance, the topic of cultural diversity requires activities for the comparison of different cultures, which can help develop logical intelligence 43 | P a g e CHAPTER 5: CONCLUSION This chapter summarizes the findings of this research, suggests some implications of this study and considers the limitations and recommendations for further research 5.1 Summary of the findings The research has found that the section “Communication and Culture” in the New English Textbook 10 provides various opportunities to develop learners' different intelligences with the exception of bodily/kinesthetic intelligence It is also signified that there are considerable opportunities to enhance some intelligences in the chosen section of the textbook including linguistic/verbal, spatial/visual, interpersonal, and logical/mathematical intelligences Learners strong in these intelligences can enjoy the chance to learn through their dominant intelligences; whereas, learners weak in these intelligences are offered the opportunity to develop them On the other hand, intrapersonal, naturalistic and musical intelligences receive little attention in the chosen section of the textbook Notably, no bodily/kinesthetic intelligence activities are present in the analyzed section Hence, there is no opportunity to develop bodily/kinesthetic intelligence in this section of the textbook Similarly, the small number of activities for intrapersonal, naturalistic and musical intelligences offers limited chance to enhance those intelligences in the “Communication and Culture” section Nevertheless, there might be sufficient opportunities to develop these intelligences in other sections of the New English Textbook 10 5.2 Implications of the study This study has offered several pedagogical implications for teachers and textbook writers in the field of English language teaching It is advisable that English teachers regard different intelligence types as equally important as linguistic/verbal intelligence in language teaching so that learners are better instructed based on their individuals' intellectual strengths and weaknesses English teachers should also familiarize themselves with the MI theory and activities to help learners enhance different types of intelligence As textbooks are the backbone of every teaching and learning context, teachers should also consider the textbook activities thoroughly Even if there is an uneven distribution of different intelligence types in textbooks, teachers can include supplementary materials to enhance multiple intelligences when appropriate Particularly, English teachers of the New 44 | P a g e English Textbook 10 can consider integrating the less developed intelligences when possible As far as textbook writers are concerned, they should consider the students' discrepancies in designing textbooks and creating diverse instructional materials Material developers should be more conscious of techniques and activities that address MI theory Even though including eight intelligences in one activity is not feasible, it is viable to address several intelligences in one activity (Botelho, 2003) Some of the activities in the analyzed section of the New English Textbook 10 entail two to four intelligences, particularly those combining reading and speaking skills Some suggestions to incorporate more than four intelligences in one activity were proposed in the study of Botelho (2003) The inclusion of activities addressing multiple intelligences such as linguistic/verbal, logical, musical, spatial, kinesthetic, interpersonal, intrapersonal and naturalist can create more diversity within textbook activities and tasks which will benefit teachers and students It should be noted that this research does not assert that Gardner's theory of multiple intelligences is the perfect and only theory in education Nonetheless, it can result in the optimal development of students in the language classroom and in the teaching-learning situation Furthermore, the representation of MI in the textbook does not equate the same level of MI developing opportunities in the classroom as teachers can include extra activities out of the textbook that enhance multiple intelligences Therefore, this research should only serve as a reference to teachers to supplement appropriate activities to nurture learners’ multiple intelligences 5.3 Limitations of the study and recommendations for further research The most obvious limitation of this study is the scope of this research The study only analyzes the “Communication and Culture” section of the New English Textbook 10 Hence, it is only possible to conclude about the opportunities to develop MI in the chosen section of textbook but not to generalize the results to the MI representation in the New English Textbook 10 or English textbooks for high school students The low representation of certain intelligences in this analyzed section might not insinuate the same underrepresentation in other parts of the textbook or of the textbook as a whole Furthermore, the analysis in this study is limited to simply identifying and categorizing the type of 45 | P a g e intelligences included in the activities The lack of interviews, surveys for teachers’ and students’ perceptions of MI or the exploration of how teachers conduct the activities in this section can also be seen as shortcomings of the research as textbooks should not be the only source of teaching and learning (Garinger, 2001) Further studies can be carried out examining the entire New English Textbook 10 to explore the chances to enhance MI while employing more raters in order to get more generalizable results The New English Textbook 11 and 12 can also be investigated to provide a comparison among different levels and whether the opportunities to develop MI increase or decrease based on the proficiency level Moreover, the scope of research can be extended by interviewing teachers, learners, and observing high school students’ classes to offer more insights into their awareness of MIT, the development of MI during the lesson and their perceptions towards the effectiveness of involving MI activities 5.4 Concluding remark The examination of the “Communication and Culture” section of the New English Textbook 10 has shown that there are opportunities to enhance multiple intelligences with the exception of bodily/kinesthetic type in one part of the English textbook It is expected that this research helps to raise the awareness of teachers, students, textbook writers, and program designers, about the representation of MI in the analyzed section so that it can contribute to the learners' development into balanced, capable and skilled individuals of the 21st century The findings of this research could be most useful for high school English teachers who desire to adopt a learning-centered approach to teaching in general and interested in MI theory in specific Also, this study can be beneficial for researchers who want to analyze deeper the relationships between MI and foreign/second language learning 46 | P a g e REFERENCES Ahmed, A G A., & Gasm, A (2012) The 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Why? 1.7 Note-taking Read the following TV blurbs Complete the table with the notes from each show 1.8 Brainstorming Name some things people have invented to make up for what they cannot 2.1 Science thinking What you think the environmental impact in each photo is? Read the text 2.2 Categorizing Make a list of the positive and negative effects of ecotourism according to the two speakers 2.3 Comparing Note the similarities and differences 2.4 Explaining Report to the class giving reasons for their choices 2.5 Matching Match the titles with the articles 54 | P a g e Put them in the order of importance 2.6 Ordering with being the most important and the least important 2.7 Problem-solving Suggest what should be done to protect the environment 2.8 Rating Vote for the best invention among those in the list below Read the text again Do you 2.8 Understanding from context understand the words from the context? Tick the appropriate meaning for each word from the text 2.9 Unscrambling Unscramble the words in the story 3.1 Using board, flashcard, slide, video, movie Say the name of the animal in the card 3.2 Using graphs, tables, Spatial/Visual Bodily/ Kinesthetic map, pictures, photos, charts Look at the picture 3.3 Using mind map Fill in the blank in the mind map with the information you have read in the text 3.4 Students' drawing/painting Draw a a house and write its address 3.5 Visualization Imagine the area in which your school is located has suffered from environmental pollution 4.1 Body language Act out the word in the flashcard 4.2 Hands-on activities Use the information about the eco tours to Sa Pa or Central Highlands in the Speaking section to design a travel brochure 4.3 Pointing Point at the right picture as you listen 4.4 Role-play Role-play being a tour guide and a tourist Tell your partner what to 55 | P a g e prepare for their trip to the Himalayas Musical 5.1 Rhythm and intonation practice Listen and circle the sentences spoken with falling intonation Then read them aloud 5.2 Sound differentiation Circle the words that have the ending sounds /est/, /ənt/ or /eɪt/ 5.2 Chanting Let's chant 5.3 Songs/ video clips Listen to the following song excerpt 5.4 Music appreciation Research a song of Quan Ho singing or a Dangdut song 6.1 Interviews, offline surveys Interview your friends about the chores they share with their families 6.2 Pair work Work in pairs Interpersonal 6.3 Group work Intrapersonal Work in groups Discuss the questions 6.4 Giving/ Receiving feedback Give comments to other groups' performance 7.1 Reflective learning Look at the following text and read the advice Do you think you could follow it? Why or why not? 7.2 Giving your opinion and supporting it Write a short article expressing your opinion about violence in the movies and on TV 7.3 Individual questions Do you know how to cook? 7.4 Topics dealing with personal experiences Build a list of foods from your own experience 7.5 Topics on personal likes and dislikes If you have a chance to go on an eco-tour, which destination in Viet Nam will you choose? Find someone / a place in your 7.6 Individualized project community that needs help Make a plan 56 | P a g e 8.1 Classifying and categorizing nature items (e.g Group the animals based on their animals, plants, etc.) habitat Naturalistic 8.2 Topics on natural phenomenon Vocabulary: Protecting environment, ecotourism 8.3 Using pictures or photos related to nature Look at the logo Can you recognize the animal? 8.4 Talking about What environmental threats are environmental issues mentioned in the conversation? 57 | P a g e ... learners’ multiple intelligences in that section Hence, other sections in the New English Textbook 10 are not examined Furthermore, the instructions in the Teacher’s Book of the New English Textbook 10. .. on the representation of multiple intelligences in English textbooks Therefore, the purpose of this study is to investigate the ? ?Communication and Culture? ?? section of the New English Textbook 10. .. the section 4.1 Overview of the representation of MI in the ? ?Communication and Culture? ?? section of the New English Textbook 10 The analysis of the representation of MI in the ? ?Communication & Culture? ??