| Acknowledgements | 第1-5页 |
| ABSTRACT | 第5-7页 |
| 摘要 | 第7-13页 |
| Chapter One INTRODUCTION | 第13-17页 |
| ·Background of the Study | 第13-14页 |
| ·Purpose and Significance of the Study | 第14-15页 |
| ·Hypotheses | 第15-16页 |
| ·The Structure of the Thesis | 第16-17页 |
| Chapter Two LITERATURE REVIEW | 第17-32页 |
| ·A Literature Review of MI Theory | 第17-25页 |
| ·The conception of intelligence | 第17-18页 |
| ·The development of MI theory | 第18-21页 |
| ·Categories of MI theory | 第21-24页 |
| ·An evaluation of Howard Gardner’s theory | 第24-25页 |
| ·Theoretical Review of the Application of MI Theory to TEFL | 第25-29页 |
| ·The application of MI theory to TEFL abroad | 第25-27页 |
| ·The application of MI theory to TEFL at home | 第27-29页 |
| ·Feasibility of Applying MI Theory to Comprehensive English Teaching | 第29-32页 |
| Chapter Three RESEARCH METHODOLOGY | 第32-56页 |
| ·Research Questions | 第32-33页 |
| ·Instruments | 第33-36页 |
| ·Questionnaires | 第33-34页 |
| ·Tests | 第34-35页 |
| ·Classroom observation | 第35页 |
| ·Interviews | 第35-36页 |
| ·Participants and Setting | 第36-37页 |
| ·Research Procedure | 第37-52页 |
| ·Identifying underachievers in the class | 第38-40页 |
| ·Identifying underachievers’multiple intelligences | 第40-42页 |
| ·Teaching strategies based on MI theory | 第42-48页 |
| ·Multiple assessments for multiple intelligences | 第48-52页 |
| ·Description of test and assessment | 第49-50页 |
| ·Application of multiple assessments to comprehensive English teaching | 第50-52页 |
| ·Data Collection | 第52-56页 |
| ·Data from the NMET and the first final exam | 第52-53页 |
| ·Data from the first English learning questionnaire | 第53-54页 |
| ·Data from MI questionnaires | 第54-55页 |
| ·Data from the second final exam | 第55页 |
| ·Data from the second English learning questionnaire | 第55-56页 |
| Chapter Four RESULTS AND DISCUSSIONS | 第56-76页 |
| ·Data Analyses | 第56-66页 |
| ·Data analysis of MI questionnaires | 第56-59页 |
| ·Analysis of students' test results | 第59-63页 |
| ·Data analysis of the English learning questionnaire | 第63-65页 |
| ·Data analysis of MI assessment | 第65-66页 |
| ·Analysis of Personal Interviews | 第66-69页 |
| ·Discussions of the Results | 第69-76页 |
| ·Differences of intelligences between underachievers and other students | 第70-71页 |
| ·Different teaching strategies applied to underachievers | 第71-72页 |
| ·Influence of the new teaching-model on English learning | 第72-76页 |
| ·Influence on underachievers’productive thinking | 第72-73页 |
| ·Influence on underachievers’integrated skills | 第73-76页 |
| Chapter Five CONCLUSION | 第76-86页 |
| ·Major Findings | 第76-79页 |
| ·MI as a means to utilize underachievers’strengths and harness weaknesses | 第77-78页 |
| ·MI as a means to increase underachievers’motivation | 第78-79页 |
| ·MI as a means to improve underachievers’language competence | 第79页 |
| ·Implications of the Study | 第79-84页 |
| ·Implications for students | 第80-81页 |
| ·Implications for teachers | 第81-82页 |
| ·Implications for curriculum reform | 第82-84页 |
| ·Limitations of the Study | 第84页 |
| ·Suggestions for Further Study | 第84-86页 |
| References | 第86-90页 |
| Appendices | 第90-105页 |
| Appendix A: MI Questionnaire for Students (1) | 第90-93页 |
| Appendix B: MI Questionnaire for Students (2) | 第93-96页 |
| Appendix C: MI Questionnaire for ESL Teachers (1) | 第96-99页 |
| Appendix D: MI Questionnaire for ESL Teachers (2) | 第99-102页 |
| Appendix E: Students' Views on English Learning | 第102-104页 |
| Appendix F: Students’Final Scores of 2008-2009 Academic Year 宿迁学院2008-2009学年综合英语课程考核成绩表 | 第104-105页 |
| Appendix G: Interviews | 第105页 |
