| Summary: | 碩士 === 國立嘉義大學 === 幼兒教育學系研究所 === 95 === The purpose of this action study is based on the method
of the educational and action research. The action research study was proceeded by applying the theory of multi-intelligences to English language teaching in
kindergarten through the theory of the integrated curriculum and of multiple intelligences.
The researcher has had 15 years of English teaching experience in kindergarten since 1992. In this study,
she focused on the children who were 4 years old. All the English teaching activities were proceeded to apply the theory of multi-intelligences to integrate the children’s experience and Chinese curriculum.
The data include: action research journal, observation, interview, multiple evaluations, professed dialogue, process folios, assessments and questionnaire on parents.
The following was the target questions of the action research study:
1.How did teachers proceed with the curriculum by
applying the theory of multi-intelligences to English
language teaching in kindergarten before action research?
2.How did teachers apply the theory of multiple
intelligences to English language teaching in
kindergarten in the action research?
3.What were the results of learning English through
applying the theory of multiple intelligences to English
language teaching in kindergarten after the
action research?
The main conclusions were：
1.The action research study was effective for
children learning English language in kindergarten
when teachers clarified their values and beliefs
with appropriate mindset, well-prepared groundwork
in action research, and the application of the
integrated curriculum of both Chinese and English
curriculum.
2.The action research study was effective when
teachers drew more motivation and confidence from
children in learning English language when they
applied the theory of multiple intelligences and
offered their valuable experiences.
3.The study showed that when English teachers applied
the theory of multiple intelligences to English
language teaching in kindergarten, teachers could
learn and appreciate the different intelligences
and uniqueness displayed by each child.
4.In the matter of developing specific disciplines,
there was not much difference shown by both of the
children with disability and the normal children
when English teachers applied the theory of multiple
intelligences to English language teaching in
Kindergarten.
5.Some children became active and positive learners,
and gain more motivation to learn language in English
environments created by teachers.
6.When children recorded themselves, some of them
had actually adopted native-speaking accent in
singing songs. The study showed that the pronunciation
of kindergarten children could improve a lot and
they could speak English more fluently when they
sang songs, because teachers chose to use the CDs
which were recorded by the native-speaking children.
Keywords：Multiple Intelligences, English Language in
Kindergarten, English Teachers in Kindergarten,
Action Research
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