Multiple intelligences and vocabulary recall in Young Learners: An Action Research Project

| June 25, 2014
Title
Multiple intelligences and vocabulary recall in Young Learners: An Action Research Project

Keywords: Action Research (AR), young learners (YLs), multiple intelligences  (MI)

Darlene Reed-Yamauchi
Niigata University of Health and Welfare, Japan
daryama2014@outlook.com

Bio

Darlene Reed-Yamauchi (MA) has been teaching English to young learners (YL) in Japan for more than 23 years and in addition to owning Eikaiwa DLS a group of English conversation schools in Niigata catering to young learners (YLs), she is affiliated as an adjunct professor at Niigata University of Health and Welfare.

 

Abstract

Effective classroom activities that acknowledge multiple intelligences and learning styles increase the probability of young learners’ (YLs’) acquisition and retention of vocabulary, which is valuable for language acquisition (Hughes, 2006). This research project presented results of a quantitative Action Research Project (AR) involving a class of approximately 25 students in a Japanese kindergarten. The purpose of AR was to investigate the degree of oral recall of new vocabulary in five to six year old learners of English, using three types of oral repetition teaching techniques, specifically drills, chants and song. The context, focus and rationale of this AR,including the research methods and techniques are described, as well as an explanation of the unique ethical considerations encountered whilst conducting this research. The data was presented, as well as an analysis and interpretation of the results, with respect to multiple intelligences (Gardner, 1993).

See page: 4-25

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Category: Teaching Articles