Abstract—The knowledge structure of college foreign language (CFL) teachers is crucial for their teaching & research and professional development. In this paper, the Multiple Intelligence Theory (MI Theory) by Gardner is brought into the category of Foreign Language (FL) teachers’ knowledge structure; Accordingly, characteristics of FL teachers’ MI knowledge structure are revealed; from the perspective of objectivity and subjectivity of knowledge existence, FL teachers’ knowledge structure can be divided into two parts: the interior one and the exterior one; and at length, based on MI theory, suggestions on how to optimize FL teachers’ knowledge structure are proposed from two aspects: interior knowledge construction and exterior knowledge construction.
Index Terms—college foreign language teachers, knowledge structure, optimization, multiple intelligences
The authors are with School of Humanities, Economics and Law,
Northwestern Polytechnical University, Xi’an, Shaanxi, 710129 China
(e-mail: masterliubo@126.com).
Jie Hui is with School of Humanities and Foreign Languages, Xi’an
University of Technology, Xi’an, Shaanxi, 710048 China.
Cite: Bo Liu, Jie Hui, Lin Li, and Yuanying Li, "Optimizing College Foreign Language Teachers’ Knowledge Structure from Multiple Intelligence Theory," International Journal of Information and Education Technology vol. 2, no. 4, pp. 404-406, 2012.