A Study on the Promotion of Translation Activities on Primary School Students' Linguistic Intelligence from the Perspective of Multiple Intelligences Theory

Abstract

With the continuous deepening of basic education curriculum reform globally, quality-oriented education has gained increasing attention and prominence in primary school English teaching. In this context, the Multiple Intelligences Theory, originally proposed by Howard Gardner, offers innovative and highly effective new perspectives to break away from the traditional, single-mode teaching approach that often limits student engagement. Based on extensive internship experiences and rigorous teaching practice conducted in public primary schools, this comprehensive study explores practical and theoretical approaches to seamlessly integrating translation activities into primary school English classes. Specifically, it systematically sorted out the core connotation of the Multiple Intelligences Theory and critically examined its intrinsic connection with the development of linguistic intelligence. Furthermore, the research demonstrated the practical feasibility and pedagogical value of incorporating translation activities in current teaching environments. To achieve this, the study designed specific, actionable instructional schemes meticulously tailored to align with primary school students' unique cognitive characteristics and developmental stages. The empirical findings clearly show that well-designed, strategically implemented translation activities can significantly enhance students' vocabulary application and sentence transformation abilities. Moreover, these activities substantially improve both the accuracy and flexibility of practical language use in real-world contexts. Ultimately, the integration of such methods serves to promote the coordinated, holistic development of various cognitive intelligences, thereby effectively facilitating the overall enhancement of students' linguistic intelligence and long-term academic success.