THE DESIGN OF THE UNIVERSITY-BASED CURRICULUM OF "LANGUAGE ACQUISITION" BASED ON GARDNER'S MULTIPLE INTELLIGENCES THEORY
Keywords:
Multiple Intelligences, Dialect Preservation, University-based Curriculum, Design and Development ResearchAbstract
This study employed a Design and Development (D&D) mixed-methods approach to design and implement a university-based course entitled “Language Acquisition,” grounded in Gardner’s Theory of Multiple Intelligences (MI). The objectives were: (1) to integrate MI Theory into curriculum design to enhance linguistic and cultural learning; (2) to implement and evaluate the “Language and Wind” course as a practical application of the MI-based model; and (3) to construct a diversified evaluation system aligned with the curriculum. The participants were 132 undergraduate students and 10 instructors from Guangxi University of Foreign Languages, selected through purposive sampling. Four instruments were employed: a knowledge test, competence rubric, attitude questionnaire, and structured interviews with classroom observations. Quantitative data were analyzed using descriptive statistics, paired-sample t-tests, and Pearson’s r, while qualitative data underwent thematic analysis following Braun and Clarke’s framework.
The findings revealed that the MI-based curriculum effectively achieved all three objectives. Integrating MI Theory enhanced students’ linguistic, cognitive, and cultural learning. The implementation of the “Language and Wind” course improved engagement, creativity, and teamwork through project-based learning. The diversified evaluation system ensured fairness, inclusivity, and motivation. Overall, the study highlights that MI-based curriculum design supports academic achievement and dialectal cultural preservation in higher education.
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