During the last three decades, multiple intelligence (MI), proposed by Gardner (1983), has drawn considerable attention from the researchers. The nowadays written report reviews the furnishings of Multiple Intelligences (MI) on Learning English as a Foreign Language (LEFL) and the relationship between multiple Intelligences and Teaching English language as a Foreign Linguistic communication (TEFL). According to Gardner'due south (2001) classification, nine unlike types of intelligences are considered of import each of which has an impact on the specific skill in language learning. This paper compares and contracts the findings of different MI studies on learning and didactics, concluding that the relationship between MI, LEFL and TEFL is controversial.

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International Journal of English Linguistics; Vol. five, No. 4; 2015

ISSN 1923-869X E-ISSN 1923-8703

Published by Canadian Center of Science and Education

63

Multiple Intelligences: Language Learning and Teaching

Ali Derakhshan1 & Maryam Faribitwo

ane Section of English Language and Literature, Golestan Academy, Gorgan, Iran

2 Section of English Language Teaching, Gorgan Co-operative, Islamic Azad University, Gorgan, Iran;

Department of English Linguistic communication Teaching, Golestan Science and Research Co-operative, Islamic Azad Academy,

Gorgan, Iran

Correspondence: Ali Derakhshan, Section of English Language and Literature, Golestan University, Gorgan,

Iran. E-postal service: a.derakhshan@gu.air conditioning.ir

Received: May 8, 2015 Accustomed: June 27, 2015 Online Published: July 30, 2015

doi:ten.5539/ijel.v5n4p63 URL: http://dx.doi.org/10.5539/ijel.v5n4p63

Abstract

During the last three decades, multiple intelligence (MI), proposed by Gardner (1983), has fatigued considerable

attention from the researchers. The present report reviews the effects of Multiple Intelligences (MI) on Learning

English language as a Foreign Linguistic communication (LEFL) and the relationship between multiple Intelligences and Teaching English

as a Strange Language (TEFL). Co-ordinate to Gardner'due south (2001) nomenclature, 9 unlike types of

intelligences are considered of import each of which has an impact on the specific skill in language learning.

This newspaper compares and contracts the findings of different MI studies on learning and education, terminal that

the relationship betwixt MI, LEFL and TEFL is controversial.

Keywords: Multiple Intelligence (MI), Learning English as a Foreign Language (LEFL), Didactics English language as a

Foreign Language (TEFL)

1. Introduction

The aim of this written report is to report thdue east effects of multiple intelligences (MI) on learning and teaching English. It is

assumed that in that location is a positive human relationship betwixt MI and learning English language. For the offset time, it was

Gardner(1983)who proposed Multiple Intelligence Theory (MIT) and challenged the too narrowly defined

intelligence with his proposal of bones homo intelligence types (linguistic, mathematical, musical, spatial,

actual-kinesthetic interpersonal and intrapersonal). At the beginning, there were sevedue north types of intelligences and

by his farther inquiry, he proposed the eighth intelligence, "naturalistic intelligence", which has been added to

the listing and now there is the possibility of the ninth intelligence "emotional intelligence" (Armstrong, 2008).

Gardner (1983) described different types of intelligences as follows:

i. Linguistic intelligence

2. Logical-mathematical intelligence

3. Musical intelligence

4. Spatial intelligence

5. Bodily-kinesthetic intelligence

6. Naturalistic intelligence

7. Interpersonal intelligence

8. Intrapersonal intelligence

Based on Gardner's (2001) Theory, there are nine unlike intelligences each of which has an result on some

type of learning or teaching.

"Multiple intelligences consist of three domains: the analytical, introspective and interactive domains, these three

domains serve as an organizer for understanding the relationship of the intelligences and how the intelligences

work with one some other" (McKenzie, 2002, p. 156).

The name of these three branches and sub branches are:

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ane.ane The analytical domain

1.one.1 Logical

i.ane.two Rhythmic

1.1.3 Naturalist

1.2 The interactive domain

1.ii.ane Linguistic

1.2.2 Interpersonal

one.2.3 Kinesthetic

one.3 Introspective

ane.3.1 Intro personal

1.iii.ii Visual

i.3.3 Existential

Analytic: Introspective: Interactive:

i. Logical 1. Visual i. Kinesthetic

2. Rhythmic two. Existential 2. Interpersonal

3. Naturalist iii. Intrapersonal 3. Linguistic

Information technology is important for the states as teachers to netherstand up and recognize MIT and use MI in our classes; therefore,

teaching methodology will brand changes and students' functioning will improve to a greater extent.

two. Review of the Literature

Multiple intelligence Theory (MIT) was developed in 1983 past Gardner (Ahmed, 2012). The theory of MIs has

always been a controversial view in language learning, and there have been many different views about the

relationship between MIs and language learning (Zarei & Mohseni, 2012). At the early genesis of MIT by

Gardner (1983), the begetter of MI theory, his definition of intelligence was the natural ability to solve problems or

create products that are valued inside one or more than settings; however, recently, Gardner pruned and extended his

first conception of intelligence and refined it as a psychological potential that provides a learner with an

opportunity to process information which can be activated in a cultural products that are culturally valuable

(Zarei & Mohseni, 2012).

Gardner's (1985) theory presents different intelligence capacities that result in many different ways of knowing,

understanding, and learning about our earth. Gardner'due south MI theory states an culling definition of intelligence

based on a radically different view of the mind. He proposes a pluralistic view of the mind, recognizing many

unlike and discrete facets of cognition and acknowledging that people have different cognitive strengths and

contrasting cerebral styles. This view of intelligence states that some finite gear up of mental processes gives ascension to

a full range of intelligent human activities. This intelligence is nearly completely realized in the process of solving

problems and fashioning products in real-life situations (Christison, 1998).

2.1 The Eight Kinds of Intelligences

i) Linguistics: The chapters of using a word effectively whether orally or in writing. This intelligence includes

the power to manipulate the syntax or structure of a language, the semantic or significant of a language, and

the pragmatic or applied use of a language.

two) Logical-Mathematical: The capacity of using numbers effectively. This intelligence includes sensitivity to

logic patterns and relationship.

3) Spatial: The ability to perceive the visual-spatial word accurately. This intelligence involves sensitive to

color, line, shape, grade, space, and the relationship that exist betwixt these elements.

4) Actual -Kinesthetic: Expertise in using 1's whole trunk to express idea and feeling and facility in using

one's hands to produce or transform things.

v) Musical: The chapters to perceive, transform, and express musical forms.

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6) Interpersonal: The ability to perceive and make distinctions in the moods, intentions, motivations, and

feeling of other people.

7) Intrapersonal: self-chiliadnowledge and the ability to act adaptively on the basic of that knowledge .This

intelligence includes having an authentic moving picture of oneself, awareness of inner mood, intentions,

motivations, temperament, and desires.

8) Naturalist: Recognize and classify of the numerous species of an individual's environment (Armstrong,

2008, pp. 6-vii).

Imagine in that location are ii boys who want to progress their musical intelligence. The kickoff person goes to the music

store and buys several of his favorite cassettes. He takes them home, listens to them, then tries to play what he

hears. The 2nd person goes to the music store and buys sheet music. He takes the selections abode, studies and

reads the music, and then sits down to play. Both of these individuals are working to develop their musical

intelligence, but they do it in different means. The preferred learning style for music for the kickoff person is auditory;

the preferred learning style for music for the 2nd person is visual. The preferred style may differ from task to

task (Christison, 1998).

MI theory is framed in low-cal of the biological origins. In order to arrive at the listing of eight intelligences, Gardner

consulted testify from several dissimilar sources. He wanted to make a clear stardom between intelligence with

its biological sources and a talent or skill. He was being provocative in his selection of words. He identified the

following basic criteria that each intelligence must encounter to be considered intelligence.

Exceptional individuals. In some people, we can see intelligences operating at high levels. Some individuals can

calculate multidigit numbers in their heads or can play a musical limerick later on hearing it only once. Savants

are people who demonstrate amazing abilities in one intelligence while other intelligences are very low

Developmental history. Each intelligence has its ain developmental hullostory-its time of arising in babyhood, its

time of peaking during ane's lifetime, and its fourth dimension of gradual decline. Musical intelligence, for example, peaks

early, but linguistic intelligence can peak very belatedly.

Evolutionary history. Each intelligence has roots in the evolutionary history of homo. For case, archaeological

prove supports the presence of early musical instruments. The cave drawings of Lascaux are skillful examples of

spatial intelligence.

Psychometric findings. We can wait at many existing standardized tests for support of the theory of multiple

intelligences. The Weschsler Intelligence Scale for Children includes subtests that focus on several of the different

intelligences.

Psychological tasks. Nosotros can wait at psychological studies and witness intelligences working separately. For

example, subjects may master a specific skill, such equally solving arithmetics problems, but they may still not be able to

read well. Too, individuals may have a superior memory for words but not for faces. The tasks seem to exist

independent from each other.

Cadre operations. Each intelligence has a prepare of core operations. For case, with musical intelligence, a person

needs to be able to discriminate rhythmic structures and be sensitive to pitch.

Symbol organisation. Intelligences are susceptible to being symbolized. For example, there are spoken and written

languages, graphic languages, computer languages, musical notation systems, and ideographic languages

(Christison, 1998).

2.2 Key Points in Multiple Intelligence Theory

Across the clarification of the 8 intelligences and their theoretical underpinnings, certain points of the MI

model are important to bear in listen. Armstrong (2008) mentions the iv cardinal points that educators should pay

attention to:

1) Each person possesses all eight intelligences: some people accept high level of functioning in all or nigh of

the eight intelligences.

2) Intelligences can be adult: Gardner (1983) suggests that everyone has the capacity to develop all eight

intelligences to a reasonably high level of functioning.

iii) Intelligences piece of work together in a complex way: intelligences are always interacting with each other.

4) There are many different ways to be intelligent: There is no standard attributes that one must have in social club

to be considered intelligent. Someone who is awkward at sport does not hateful that she/he cannot be a

marvel in building structure (Armstrong, 2008, pp. fifteen-16).

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Each person possesses all eight intelligences. Nigh people tin can develop intelligences to an adequate level of

competency. Intelligences usually work together in a complex mode. There are many means to be intelligent inside

each category (Armstrong, 2008, pp. 15-16).

All human beings possess all different intelligences in varying degrees and each private

manifests varying levels of thursdayese different intelligences and thus each person has a unique

"cognitive profile"; that is, a) all human possess all different intelligences in varying amounts;

b) Each individual has a different composition; c) Different intelligences are located in

different areas of the brain and can either working dependently or together; d) By applying

Multiple Intelligences nosotros can improve pedagogy; and e) These intelligences may ascertain

human species. (Razmjoo, 2008, p. 156)

ii.3 Assessing Instruments in Multiple Intelligence Theory

"There is no test on the marketplace that tin can provide a comprehension survey of your students' multiple intelligences.

The unmarried best tool for testing students` multiple intelligences, however, is probably i readily bachelor to all

of us is observation" (Armstrong, 2008).

Gardner (2008) believes that the classical brusque-answer examination is of little employ. Instead, Gardner is interested

in asking people to practice things and to observe their skill level in the chore nether construction.

2.iv The MI Teacher

A teacher in an MI classroom differs sharply from a teacher in the traditional classroom. In the traditional

classroom, the teachers, while standing at the front of the classroom, write on the blackboard, ask students

questions about the assigned reading, and wait while students finish their written work. Whereas in the MI

classroom, while keeping their educational objective firmly in listen, the teachers continually shift their method

of presentation from linguistic to spatial to musical and so on, frequently combining intelligences in creative ways

(Armstrong, 2008). Whether you are a traditional teacher or an MI teacher, educational programs are expected to

meet numerous ends. In line with these expectations, it was put along that students as individuals do not only

respond to the stimuli in the world; they possess minds in turn hold pictures, languages, ideas, and then on

(Armstrong, 2009).

Integrating MI theory in TEFL instructor education programs: EFL teacher educators are responsible for

creating curricula for the programs that provide prospective EFL teachers with a foundation for what they should

know as professional language teachers. Much of what nosotros include in TEFL programs is based on academic

tradition. EFL teachers are expected to know about methods, testing, theory, teaching grammar, reading, speaking,

listening, and and so forth. Virtually teacher education programs include courses in all of these bailiwick areas. Instructor

education programs are also expected to proceed current by introducing teachers to the newest and most creative ideas

in second language pedagogy. When new concepts and id eas are embraced by the profession, teacher education

programs are challenged with integrating them into existing programs (Christison, 1998).

2.5 The Furnishings of MI on Learning English language

two.v.i Multiple Intelligence Theory and Foreign Language Learning

It is shown that there is a relationship between MI and foreign language learning.

exceptional foreign language learners those that in relatively brusk flow of fourth dimension (about three

years) become fluent speakers, and exhibit a highly adult retentiveness power that is to say,

how they are good at assimilating large quantities of news cloth and at retrieving it while

interacting. In this enquiry we are briefly consider how the verbal linguistic intelligence

involved in strange/2nd language learning can be supported past the other intelligence frame

piece of work. (Morgan & Fonseca, 2004, p. 124)

2.5.1.i The Musical Rhythmic Frame

The use of music in the linguistic communication classroom is not new. In due southuggestopedia, for instance, the teacher turns her

voice to the classical music during the session (Morgan &Fonseca, 2004).The results of electric current study show that

musical class modify the level of learning; students understand better in these methods, so musical intelligence

has an effect on learning English (Morgan & Fonseca, 2004).

The ability to sense rhythm, pitch, and tune. This includes such skills equally the ability to recognize uncomplicated songs

and to vary speed, tempo, and rhythm in simple melodies. You lot can assist students develop grandusical intelligence by

using record recorders for listening, singing along, and learning new songs (Christison, 1998).

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2.5.ane.ii The Visual–Spatial Framdue east

Our visual-spatial intelligence is the power nosotros have to perceive all the elements: Class, Shape, Line, Infinite, and

Color (Morgan& Fonseca, 2004). Many students empathize that visual teaching aids such as charts, Pictures,

Drawing, Slides, Posters, and video assistance to fiftyearning English better (Morgan & Fonseca, 2004).

The power to sense form, space, color, line, and shape. It includes the power to graphically represent visual or

spatial ideas. You lot can help students develop spatial/visual intelligence past providing many opportunities for visual

mapping activities and encouraging students to vary the arrangements of materials in space, such equally by creating

charts and bulletin boards (Christison, 1998).

2.5.i.3 The Logical–Mathematical Frame

In the 2d language classroom problem-solving tasks are useful equally learners focus mainly on pregnant, simply

through constant rereading of a text to solve the problem, they acquire a familiarity with the vocabulary and

structures used (Morgan& Fonseca, 2004).

The ability to use numbers effectively and reason well. This includes such skills every bit understanding the basic

backdrop of numbers and principles of cause and event, as well as the ability to predict, using simple machines.

You lot can help students develop logical-mathematical intelligence past providing one thousandanipulatives for experimentation

with numbers and by using simple 1000achines or computer programs to assistance children call back about cause and effect

(Christison, 1998).

2.five.ane.4 The Bodily–Kinesthetic Frame

It is a different type of playing, drama; games and other activities that are related to the body intelligence. The

gesture that we use in pedagogy is a kind of actual intelligences. The use of video-club amenddue south comprehension

skills; information technology ways by using videos, that is pictorial; students tin understand the lesson and imagine the situation

better so they can concentrate more than in it.

The ability to utilise the body to express the ideas and feelings and to solve the problems. This includes such concrete

skills as coordination, flexibility, speed, and balance. You can help your students develop their bodily-kinesthetic

intelligence by providing opportunities for physical challenges during the 2d/foreign language lesson

(Christison, 1998).

2.v.ane.5 The Interpersonal Frame

Working equally group and being cooperative in learning are kinds of interpersonal frames. Past using this kind of

intelligence we improve listening and speaking chore.

The ability to understand another person's moods, feelings, motivations, and intentions. This includes such skills every bit

responding effectively to other people in some pragmatic manner, such as getting students or colleagues to participate

in a projection. Equally an EFL instructor you lot can assist students develop interpersonal intelligence through activities that

involve them in solving bug and resolving conflict (Christison, 1998).

ii.five.1.6 The Intrapersonal Frame

The intrapersonal intelligence helps us to sympathize the internal aspects of the self and to practise self –

subject field. It can be related to studies about meta-cerebral knowledge and language learning, where

meta-cognitive refers to knowledge about oneself, virtually the language, well-nigh procedures or to be used for sure

type of tasks (Wendenas, as cited in Morgan & Fonseca, 2004, p. 123).

The power to understand yourself-your strengths, weaknesses, moods, desires, and intentions. This includes such

skills every bit understanding how you lot are similar to or different from others, reminding yourself to do something,

knowing about yourself as a language learner, and knowing how to handle your feelings, such as what to do and

how to conduct when you lot are angry or sad. Y'all can help EFL students develop intrapersonal intelligence past letting

them express their ain preferences and help them unders tand their own styles of learning (Christison, 1998).

2.5.1.7 The Naturalist Frame

All things related to nature can better speaking and writing skills for example explaining more about writing

map, natural words or writing a paragraph almost their country and their city.

The ability to recognize and classify plants, minerals, and animals, including rocks and grass, and all multifariousness of

flora and fauna. It is also the ability to recognize cultural artifacts like cars or sneakers. You tin can help your students

develop their naturalist intelligence by focusing their attending on the globe exterior the classroom (Christison,

1998).

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ii.v.2 The Effect of MI–Based Reading Task

Modirkamene and Bagherian (2012) found out that personal differences have been more effective than

educational program.

Education congruous with various scopes of learning motives could extensively establish a

sense of belonging, motivation, competence and enjoyment for the learners. To this end, the

significant aim of the researchers on individual differences was to foresee which learners would

succeed in the learning. (Kirby &McDonald, every bit cited in Modirkhamene & Bagherian, 2012, p.

1013)

A look at the literature review shows that a number of MI studies were carried out in the realm of EFL and other

languages. For example, Hajhashemi (2011) investigated the relationship between EFL learners multiple

intelligence profiles and their linguistic communication learning strategies. He selected 229 EFL students from differing grades

and identified their intelligences and language learning strategies by the questionnaires. The findings manifested

a meaning but low correlation between MI and language learning strategies. All eight types of intelligences,

verbal – linguistic, visual – spatial, and logical mathematical intelligences indicated meaningful relation with

well-nigh all strategies (Modirkhamene & Bagherian, 2012).

The results obtained from the whole research were as follow: at that place is a significant relationship between MI and

speaking skill. Therefore, it is concluded that the speaking skill tin be improved if an individual's MIs is

recognized.

Armstrong (2008) has synthesized these ideas into four key points that educators find attractive

one. Each person possesses all eight intelligences. In each person the 8 intelligences function together in unique

ways. Some people have high levels of functioning in all or most of the eight intelligences; a few people lack most

of the rudimentary aspects of intelligence. Most people are somewhere in the middle, with a few intelligences

highly developed, nearly pocket-sizedly developed, and one or two underdeveloped.

2. Intelligences tin can be developed. Gardner suggests that anybody has the capacity to develop all eight

intelligences to a reasonably high level of performance with appropriate encour agement, enrichment, and

instruction.

3. Intelligences work together in circuitous ways. No intelligence actually exists by itself in life. Intelligences are

always interacting with each other. For example, to melt a meal, 1 must read a recipe (linguistic), perhaps

double it (logical-mathematical), and prepare a carte du jour that satisfies others you may cook for (interpersonal) and

yourself (intrapersonal).

4. There are many dissimilar ways to exist intelligent. In that location is no standard fix of attributes that one must have in order

to be considered intelligent. I retrieve a friend in high school who was completely awkward in the trip the light fantastic course

and yet a marvel in edifice construction. Both activities required bodily- kinesthetic intelligence (Christison,

1998).

two.5.3 The Effects of MI in Writing

"For ESL/EFL learners, mastery of writing ability is counted as one of the contributing avenues to success in

learning the linguistic communication" (Sadeghi & Farzizadeh, 2012, p. 137); withal, writing is a basic communication skill

and a conceptualization which unique asset in the process of learning a second language. In his opinion writing is

an human action of involves thinking, writing, and thinking during the process (Sadeghi & Farzizadeh, 2012)

Writing is ane of the most challenging skills for L2learners to primary and the important roles that one'southward multiple

intelligence can play begin to evolve when we await at how the brain sets out to experience the actual work of

reading and writing (Armstrong, as cited in Sadeghi & Farzinzadeh, 2012)

Sadeghi and Farzinzadeh (2012) believe that developing the writing ability is a skill which is given slight

attention in Iranian contexts both by teachers and learners. A pocket-sized amount of class fourth dimension is allocated to

developing this skill. Writings are more often than not done outside the classroom for which the students seek help from other

sources. It is ofttimes seen every bit a means of strengthening vocabulary or grammatical knowledge rather than as a tool

for communicating ideas. However, students can ideally benefit from their individual potentials in intelligences

to draw on during the act of writing, an attempt writing, an attempt the highlighting of which will bring about

valuable benefits. With an eye always on the students' intelligences, a lot can hopefully be done to meet different

needs of dissimilar students in different settings. Teachers can have other choices bachelor when teaching in

add-on to that of overemphasizing IQ as the just factor important in learning, and thus this will create a sense

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of equality past focusing on all individuals possessing whatever intelligence type they might and non only on those

who have loftier IQs.

In an try to empathise learner-centered instruction from the perspective of multiple intelligences (MI),

Saricaoglu and Arikan (2009) suggest thursdayat the purpose of 2nd teacher action was to investigate the use of MI

theory in shaping and informing instructional strategies, curricula evolution, and culling forms of

assessment with second language learners. Researchers' premise was that given what we know about the

educational needs of 2nd language learners, all teachers must be better equipped to widen their pedagogical

repertoire to accommodate linguistically, culturally, and cognitively diverse students. The results indicated that

students did achieve greater success rates when the MI theory was implemented (Haley, 2004).Moreover,

Researchers has investigated the relationship between gender and MI of specific learners. With an aim of finding

out whether or not there were whatever gender differences in students' intelligence profiles in relation to their gender.

Alternatively, Loori conducted a study on xc English language language learners and found that males showed higher

preference in logical/mathematic while females showed higher preference in logical/mathematical intelligence

(Saricaoglu & Arikan, 2009).On the other mitt, Razmjoo (2008) found that the use of intrapersonal intelligence

by females were higher than that of the males whereadue south no significant departure was found between male and

female participants regarding language success and blazons of intelligences. Hence, contrasts exist between the

results of these two studies which studied the relationship with gender and MI (Saricaoglu & Arikan, 2009).

Borek (2003) suggested that having a MI-based classroom can be an appropriate fashion for students to do their all-time

and develop their own means of learning. To detect empirical bear witness for this claim, number of studies were

carried out (Borek, as cited in Zarei & Mohseni, 2012, p. 1307). For example, Buchanan and Furnham (2005)

conducted a study to examine this office and concluded that women tend to provide lower estimates of general,

mathematical, and spatial ability, but higher estimates of interpersonal and intrapersonal intelligence than

men.(Buchanan & Furnham, as cited in Zarei & Mohseni, 2012, p. 1307)

Multiple intelligence theory has been proposed to consider new training methods for his purpose (Kirkas, equally

cited in Gurbuzoglu, 2013, p. 27)

Gardner mentioned two important advantages of multiple intelligences in his instruction. They

are: It gives the opportunity to plan our education program and then as to brand the students desired.

(For example, musician and scientific training) Information technology enables us to reach more than students trying to

learn different disciplines and theories learning would exist realized much easily on condition

that students are trained by using these intelligence fields. (Bümen every bit cited in Gurbuzoglu,

2013, p. 28)

The greatest event of the theory in the process of teaching is to increase the creativity of teachers inorth developing

teaching strategies. Because, when teachers and planners think activities for each intelligence type, they

inevitably enlarge their method and technique repertoire, reveal different and original techniques. Every bit different

intelligence types are used in classroom activities during that process, cooperation impossible between the

teachers whose expertise areas are completely different from each other. For example, one needs to communicate

and get advice of music instructor while planning an activity related to musical intelligence. (Demirel, as cited in

Gurbuzoglu, 2013, p. 29)

two.six The effects of MI on Teaching English

When someone teaches English discovering the MIs in himself and in his students, he can teach better and more

effectively. Based on researchers' experience in didactics English language as a fo reign language (TEFL) field, they

noticed that most students face difficulties in learning EFL in particular situations, while the same students are

expert at other activities in the form. Thus, MI has some implications for teachers which are as follows:

1. Every bit a tool to aid students develop agreement and appreciation of their ain strengths and preferred the style

of learning.

2. Every bit a tool to develop a improve understanding of learners intelligences.

iii. Every bit a guide to provide a greater variety of ways for students to learn and to demonstrate their learning.

4. As a guide to develop lesson plans that addresses the total range of learners demand.

2.6.1 The Relationship between MI and Successful Teaching

At that place is much evidence confirming that schools and institutions where multiple intelligences theory is applied

are effective (Gardner, equally cited in Ahmed, 2012, p. 29) and with the understanding of the theory, teachers tin

better understand the learners. They canorthward permit learners to notice their strengthsouth, learn in many means, and can

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help students to be in control of their learning (Guignon, as cited in Ahmed, 2012, p. 29).It is known that schools

have emphasized reading and writing in language education. The multiple intelligences theory opens the door to a

variety of teaching strategies which canorthward be easily practical in the language classroom (Ahmed, 2012).

2.6.two The Impact of Multiple Intelligences on Developing Teachers' Speaking Skill

Speaking skill plays a vital role in the communication procedure. It is the most important one amongst wide variety

of linguistic activities. Developing speaking skill contributes to creating an effective connection among the

individual's members of order. It is an active office in their daily life and a tool for learning (Dorgham, as cited

in Salem, 2013).

Gardner'southward Categories of Intelligence:

Gardner (1983) suggested that every person has individual intelligences' contour that consists of combinations of

seven different intelligence types (Razmjoo, 2008). "In 1999, Gardner added the 8th intelligence blazon to the

list; that is, natural intelligence. Moreover, two years later, the ninth blazon, namely existential intelligence was

added to the list". (Razmjoo, 2008, p. 158)

2.6.three The Event of MI–Based Reading Task

The results obtained from the whole research were as follow: there is a significant human relationship between MI and

speaking skill. Therefore, it is ended that the speaking skill can exist improved if an private's MIs is

recognized.

Armstrong (2008) has synthesized these ideas into four central points that educators find attractive

i. Each person possesses all eight intelligences. In each person the eight intelligences part together in unique

ways. Some people have high levels of functioning in all or most of the viii intelligences; a few people lack most

of the rudimentary aspects of intelligence. Most people are somewhere in the middle, with a few intelligences

highly adult, well-nigh modestly adult, and one or two underdeveloped.

2. Intelligences tin can be developed. Gardner suggests that anybody has the capacity to develop all eight

intelligences to a reasonably high level of performance with appropriate encour agement, enrichment, and

education.

3. Intelligences work together in complex ways. No intelligence really exists past itself in life. Intelligences are

e'er interacting with each other. For example, to cook a meal, ane one thousandust read a recipe (linguistic), perhaps

double it (logical-mathematical), and prepare a menu that satisfies others you may cook for (interpersonal) and

yourself (intrapersonal).

4. There are many unlike ways to be intelligent. There is no standard set of attributes that one must have in order

to be considered intelligent. I think a friend in loftier schoolhouse who was completely awkward in the trip the light fantastic toe form

and yet a curiosity in building construction. Both activities required actual- kinesthetic intelligence (Christison,

1998).

three. Determination

The main purpose of this written report was to review intelligence types that students employ in relation to their strange

language learning. Saricaoglu and Arikan (2009) argued that logical-mathematical intelligence was the leading

intelligence type and the musical intelligence was the least common intelligence type employed by the students

who participated in this study.

Information technology can be concluded that no unmarried method of teaching writing can all-time conform all types of learners since writing is

shown to be differentially related to different types of intelligence and since man beings enjoy different levels

of the diverse types of intelligence, the logical outcome to exist drawn is that learners volition feel differential

success no matter how they are taught writing (Zarei & Mohseni, 2012). Sadeghi and Farzizadeh (2012)

concluded that the components of MI had a significant correlation with writing ability. In the 2d or foreign

language classrooms, information technology is possible to motivate learners past different activities relating to the different

intelligences. Pishghadam and Moafiun (2008) concluded that no significant differences were found between

Multiple Intelligences and successful teaching. Salem's (2013) study proved the effectiveness of MI based

education on developing speaking skill of the pre-service teachers of English linguistic communication classroom.

4. Implications and Suggestions for Further Research

Researchers believe that multiple intelligences tin can be largely practical in Islamic republic of iran and elsewhere.

Based on the pragmatic approach, MIT should exist applied in classes in order to boost up the students' learning

skills. This can perhaps include all other kinds of courses. The teachers have a prominent role in distinguishing

www.ccsenet.orone thousand/ijel International Periodical of English language Linguistics Vol. five, No. 4; 2015

71

the students' capability using MIT and consequently guide them towards success. Researchers believe that it

needs lots of time to work on the effect of MI. instead; investing more than in item is highly recommended.

Applying the results of the study to the course in society to increase the proficiency level of the students would

probably satisfy the goal of the study.

4.1 Implication for Teaching English as a Foreign Linguistic communication

Several steps were introduced in MI theory to teachers either in-service or pre-service plan:

Step one: Introduce the basic theory;

Step two: Use the MI inventory;

Step three: Categorize familiar EFL activities;

Step four: Conduct a personal audit of educational activity strategies;

Step 5 : Develop different assessment techniques that also advertisementdress the eight intelligences (Saeidi, 2009, p. 108).

Applying multiple intelligence theory was different: It did not hateful that we abandon activities that are important

to us and to our students. It means that we control them and think about our students (Saeidi, 2009).

4.2 Implications of MIT idue north ELT

Results of this paper testify that it is positive effective to motivate and activate students' mind regarding ix

different types of intelligences and by working in some (especial) types of intelligences which activate students'

mind English language learning volition exist improved (Ibmian & Hadban, 2013).

References

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Learning and Pedagogy, iv(ii), 26-41.

Armstrong, T. (2008). Multiple intelligences in the classroom . California: Alexandria.

Christison, One thousand. (1998). Applying multiple intelligences theory. Preserves & in-service TEFL Didactics

programs, 36(2), 2-19.

Gardner, H. (1983). Frames of listen: The theory of the multiple intelligences . New York: Basic Volume.

Gurbuzoglu, South. (2013). The upshot of multiple intelligence theory based teaching on students` achievement and

retention of knowledge. International Journal on new Trend in Education and Their Implication, 4(3),

27-36.

Haley, M. (2001). Understanding learner-centered educational activity from the perspective of multiple intelligences.

Foreign Language Register, 34(4), 355-367. http://dx.doi.org/ten.1111/j .i944-97twenty .ii001.tb02068.x

Haley, M. (2004). Learner-centered instruction and the theory of MI with 2nd language learners. Instructor

College Tape, 106(1), 163-180. http://dx.doi.org/x.111one/j.1467-9620.2004.00326.x

Ibmian, 1000. South., & Hadban, A. D. (2013). Implications of multiple intelligences theory in ELT field. International

Journal of Humanities and SocialScience, 3(4), 292-297.

Loori, A. (2005). Multiple intelligences: A comparative report between the preferences of male person and females.

Social Behavior and Personality, 33 (1), 77-88. http://dx.doi.org/ten.2224/sbp.2005.33.1.77

Mckenize, Due west. (2002). Multiple intelligences and instructional applied science: A transmission for every mind. Eugene, or:

International order for Technology in didactics.

Modirkhamene, S., & Bagherian, M. (2012). The effect of multiple intelligences – based reading job on EFL

learners' reading comprehension. Theory and Practise in Linguistic communication Studies, ii(v), 1013-1021.

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Morgan, J., & Fonsecu, C. (2004). Multiple intelligence thursdayeory and foreign language learning: A brain – Based

perspective. International Periodical of English Studies, iv (1), 119-136.

Pishghadam, R., & Moafiun, F. (2008). The relationship between Iranian EFL teachers multiple intelligences and

their successful educational activity in language institutes. Quarterly Periodical of HumanitiesAlzahraUniversity, 18 (4),

102-127.

Razmjoo, A. (2008). On the relationship between multiple intelligences and language proficiency. The Reading

Matrix, eight(two), 155-174.

Richard, J., & Rodgers, T. (2007). Approaches and methods in linguistic communication teaching . Cambridge: Cambridge.

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Saeidi, One thousand. (2009). The implementation of multiple intelligence theory in the classroom: Dissimilar ways of

learning and teaching. Periodical of Teaching English language equally a Foreign Language and Literature, 1 (one), 103-116.

Sadeghi,K., & Farzizadeh, B. (2012). The relationship between multiple intelligence and writing power of

Iranian EFL learners. English language Linguistic communication Teaching, five (11), 136-142. http://dx.doi.org/ten.5539/elt.v5n11p136

Salem, A. (2013). The impact of multiple intelligences – based teaching on developing speaking skills of the

pre – service teachers of English language. English Teaching, half dozen(ix), 53-66.

Saricaoglu, A., & Arikan, A. (2009). A study of multiple intelligences, foreign linguistic communication successouth and some

selected variable. Journal of Theory and Practise in Education, 5(two), 110-122.

Zarei, A., & Mohseni, F. (2012). On the human relationship between multiple intelligences and grammatical and writing

accuracy of Iranian learners of English. U.s.-People's republic of china Strange Linguistic communication, ten (7), 1306-1317.

Copyrights

Copyright for this article is retained past the author(s), with first publication rights granted to the journal.

This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution

license (http://creativecommons.org/licenses/past/3.0/).

... When teachers and planners call back of activities for each intelligence type, they inevitably enlarge their method and technique repertoire, create distinguished and original techniques. All in all, MIT is an excellent tool to enable teachers to program attractive ways to provide learners with language learning practice (Arnold & Fonseca, 2004;Derakhshan & Faribi, 2015). ...

... Multiple intelligences consist of three domains: the analytical, introspective and interactive domains. These three domains serve as an organizer for understanding the fluid human relationship of the intelligences and how the intelligences work with i another(McKenzie, 2002;Razmjoo, 2008;Derakhshan & Faribi, 2015).Figure (1)represents the three domains. ...

... According to Gardner'southward theory, different intelligence capacities result in many ways of knowing, understanding, and learning nearly our world. Multiple intelligence theory perceives intelligence in a new fashion that recognizes many different and discrete facets of cognition and acknowledging that people have unlike strengths and contrasting cognitive styles (Derakhshan & Faribi, 2015). ...

  • Sana' Ababneh

The present written report investigated the types of intelligence BAU students adopt to use in learning English. This study used a quantitative method for collecting data via a questionnaire. The subjects of the study were 138 Jordanian students at Al-Huson University Higher, Al-Balqa Applied University. The results revealed that logical-mathematical and linguistic intelligence was the almost dominant blazon of intelligence among the students. However, neither their gender nor their academic degree plan had a significant effect on their learning blazon of intelligence. Yet, the information showed substantial differences among the students in the interpersonal type of intelligence in favor of male students, while these differences were in favor of the females in the intrapersonal type. There were pregnant differences in the logical-mathematical blazon of intelligence between the available's degree students and their diploma colleagues in favor of the bachelor ones. The researcher attempts to shed light on Jordanian EFL students' types of intelligence and their preferred types when learning English, in hopes that it becomes possible for teachers to recognize the types according to their students' profiles and aid friction match them with those present or assess whether they need to develop strategies to cover the full spectrum of the types found in MI Theory.

... Through viii types of intelligence, multiple intelligences measure the ability of students based on their own potential and no longer measure the ability of students on the aforementioned assessment standards. This Gardner's multiple intelligences theory states an culling definition of intelligence that provide comfort zones for all students and so that learning might occur with greater ease [eight,9]. Gardner assume that intelligence is individual property and can not be compared to others. ...

... Moreover, educators need to think advisedly well-nigh the efficiency of digital tools to be used every bit an instructional strategy to assistance EFL learners MI, they tin can use the diverse methods to teach English language skills effectively. One time teachers utilize MI in education English language, information technology can help their students to develop an understanding of their forcefulness which support them to cull the favourite method for demonstrating linguistic communication learning and beingness a guide for teachers to develop lesson plans based on the learners' needs(Derakhshan & Faribi, 2015).Armstrong (2009) stated that creative teachers are always combining MI in their instructional methods moving from linguistic to visual to musical and then on.Therefore, this study aimed to explore participants' MI types and the human relationship between and English language skills performance then to investigate the touch of digital technologies including online resources, websites, applications and e-activities on developing participants' language proficiency based on their types of MI. To study tried Several studies accept identified the relationship between MI and EFL performance in reading, word recognition, grammar and listening skills. ...

... Linguistic intelligence is defined as sensitivity to spoken and written languages, the ability to learn new languages and the power to apply language to achieve goals (Gardner, 2011;Vincey & Pugalenthi, 2016). This intelligence includes the ability to manipulate the syntax or construction of a language, the semantics or meaning of a linguistic communication, and the use of linguistic communication pragmatically or practically (Derakhshan & Faribi, 2015). In a certain sense, people with high linguistic intelligence tend to think in words and who have the power to use language effectively both orally and in writing (Christison, Kennedy, & Deborah, 1999). ...

... Teachers can give solutions to the problems of the students in language learning through considering students' dominant intelligences based on the multiple intelligence theory prior to embarking in whatsoever education program (Zebari, Allo and Mohammedzadeh 2018). The office of Multiple Intelligences Theory in foreign language learning develops the students' potential to learning (Derakhshan and Faribi 2015) as teachers' attend to the specific difficulties and create strategies that tin cater to the diverse learning styles, interests, and intelligences of the students. ...

Students showcase difficulty in their writing skills due to the barriers in applying the strategies of the English linguistic communication. Teachers thereby are expected to cultivate the students' writing capabilities using effective instruction strategies in English writing. Grounding on the concept of constructivism, teachers' conceptualization of strategies paves fashion for a prolific English writing performance for the millennial learners. This written report aimed to explore how public school teachers in the Philippines conceptualize a successful English writing instruction for the students. The research investigated the conceptualization of the teaching strategies in the writing education of best performing Senior High English teachers using a qualitative case study research. The teachers were purposively selected for the interview every bit their school supervisors' recommended them based on their outstanding teaching operation results. In the conceptualization of their educational activity strategies, the assay revealed that the teachers reflect on the principles in teaching English writing, competencies of the curriculum, varied learning styles, availability of pedagogical materials, pupil motivation, and assessment of educatee functioning. The academic implication of the written report suggests that teachers should undergo adequacy preparation to conceptualize strategies that follows the principles of instructional design to establish an testify-based foundation of strategies specific to English writing instruction.

... Perbedaan skor kecerdasan naturalis penyebabnya dijelaskan pula pada penelitian Derakhshan & Faribi (2015), yang menjelaskan bahwa ada siswa yang mampu mengembangkan kecerdasan naturalis hingga tingkat optimal, namun adapula siswa yang akan mengalami kesulitan dalam mengembangkan kecerdasan naturalisnya. ...

One of the causes of learning difficulties in the population concept is that there are not many locally-based materials. The purpose of this study was to obtain a Handout of Plant Populations of the Tabanio Coastal Forest every bit a practical and effective Plant Ecology Enrichment Grade. This research is a development research using Education Blueprint Inquiry (EDR) design through formative evaluation of the Tessmer model at the small group test stage to determine the practicality of expectations and the effectiveness of expectations from the developed Handout. The subjects of this study were 10 students of the Biology Didactics Study Plan, FKIP Academy of Lambung Mangkurat Banjarmasin with the object of research existence plant population structures plant in the coastal forest of Tabanio, Tanah Laut Regency. The results of the research show that the pedagogy materials in the form of handouts developed are very practical and very effective to be used as material for enriching the population concept in improving learning outcomes for the Constitute Ecology class.

This written report aims at analyzing an EFL course book in terms of the availability of multiple intelligences (MIs)-based activities and their distribution among the four English language language skills. To achieve this the researchers surveyed other experiences in this context and analyzed a unit of measurement in terms of the availability of MIs-based activities in Unlimited Series/Level Four/Unit of measurement Two/Cambridge University Press, their weight and distribution in each skill. The results showed unfair distribution of the four skills and the eight multiple intelligences. This is due to the nature of the English language unit where sure intelligences are more appealing. It is recommended that curriculum designers requite most equal weight to the four skills especially in general English language courses and include as many MIs-based activities as possible. This variety is of great importance to students equally teachers guarantee that no learning styles amidst students are left behind.

  • JIAJUN XU

Multiple Intelligences (MI) theory assumes that people have a total range of intelligences, and individuals differ. Although there have been many studies conducted related to MI, at that place are still questions that need answers in the context of students who are learning English as a Foreign Linguistic communication (EFL) in Communist china. Many teachers believe that identifying these intelligences has a significant impact on students learning skills. Identifying these intelligences, nevertheless, is not attainable if observation or identification comes from the teachers. Thus, the aim of this study was to place Chinese college students' self-perceived MI and check the differences between male and females students' cocky-perceived intelligences. At that place were 359 Heilongjiang International University (HIU) students who participated in this study. The 35-item MI questionnaire was adopted to collect the data. The findings indicated that both male and female HIU students had a high self-perceived Musical Intelligence. Moreover, there were differences in terms of their cocky-perceived MI with three intelligences that male person HIU students self-perceived are college than the females. These are mathematical-logical intelligence, torso-kinesthetic intelligence and interpersonal intelligence. The findings are followed by some recommendations for educational activity and learning.

  • Ashraf Atta M. S. Salem Ashraf Atta Grand. S. Salem

The current study investigates the touch of multiple intelligences-based Didactics on developing speaking skills of the pre-service teachers of English language. Therefore, the trouble of the electric current study tin be stated in the lack of speaking skills of the pre-service teachers of English in Hurgada kinesthesia of Education, Southward Valley University. To confront this problem, the researcher adult a multiple-intelligences based program to enhance the speaking skills paying a due attending to the individual differences amidst students. The sample of the written report consists of sixty fourth-year Prospective teachers of English. The Quasi-experimental enquiry pattern was used in the study as the researcher used the i group pre-posttest to assess the usefulness of using this arroyo. Results of the study proved the effectiveness of Multiple-intelligences based Education on developing speaking skills of the pre-service teachers of English. © for this article is retained by the author(s), with first publication rights granted to the journal.

  • Karim Sadeghi Karim Sadeghi
  • Bahareh Farzizadeh

The human relationship between multiple intelligences and learning of L2 language skills is a burgeoning area of research. This study aimed at finding the relationship between Multiple Intelligences (MI) and the writing ability of EFL learners, For this purpose, the body of female person BA sophomores in TEFL at Urmia University (N = 47), within the age range of 18-25, was given a shut look using an intact grouping inquiry blueprint. The proposed hypothesis predicted no significant relationship between MI and writing ability of the participants. The participants were given Armstrong's MI questionnaire which used a Likert Calibration. The participants' writing samples were as well obtained using an IELTS writing job and were correlated with the scores on the MI questionnaire. The scoring of writing was done analytically following pre-specified criteria. The writings were scored past two raters yielding an inter-rater reliability of 0.8. Results obtained through Multiple Regression indicated that the components of MI did not accept a significant relationship with the writing ability of the participants. Detailed results and implications are discussed in the newspaper.

The nowadays study was conducted to investigate the relationship between four types of intelligence (logical, interpersonal, exact, and intrapersonal) and grammatical and writing accurateness of foreign language learners. The participants were 190 male and female Iranian students at Takestan Azad University, Karaj Azad University, and Imam Khomeini International University in Qazvin. To accomplish the aim of the written report, a twoscore-item MIs (multiple intelligences) questionnaire, a 35-item Michigan grammar test, and a writing test were administered to the participants. Information were analyzed through multiple regression analyses. Results indicated that both intrapersonal and interpersonal intelligences were predictors of grammar accurateness and intrapersonal intelligence made a statistically significant contribution to predicting learners' writing accuracy.

  • Mahnaz Saeidi Mahnaz Saeidi

Multiple Intelligences (MI) theory is based on a totally different view of intelligence in which in addition to verbal/linguistic and logical/mathematical intelligences, other types of intelligences are emphasized. According to this theory, all humans possess at to the lowest degree eight different intelligences that are proportionately different from private to individual. Appropriately, in order to encourage language learning through a variety of tasks in which the individuals' interests and strengths are considered, this paper reports a number of reasons why teachers respond positively to MI theory. Subsequently, the goals of MI-based programs together with approaches and activities are discussed to evidence how MI theory applies to English language teaching.

  • Seyyed Ayatollah Razmjoo Seyyed Ayatollah Razmjoo

Abstract __________________ The intent of the ,present report was ,to examine ,the strength of the ,relationship betwixt linguistic communication proficiency in English and the 9 types of intelligences. As such, the objectives of this study were ,three-folded. The primary ,objective of the ,study was ,to investigate ,the human relationship between,multiple intelligences and language proficiency amidst,the Iranian Ph.D candidates who participated in Shiraz University Ph.D Entrance Exam. The second objective ofthe,study was ,to explore ,whether ,one of the ,intelligence types or a ,combination ,of intelligences are predictors of linguistic communication proficiency. Finally, the report aims at investigating the effect of sexual activity on language proficiency and types of intelligences. To fulfill this objective, a 100-item language ,proficiency test and a 90-detail multiple intelligences questionnaire were distributed among ,278 male and female Iranians taking part in the ,Ph.D Archway exam ,to Shiraz University. The data gathered were analyzed descriptively utilizing central trend measures (mean and standard difference). Moreover, the nerveless data were analyzed inferentially using correlation, regression assay and independent t-exam. The results indicated that there is not ,a significant ,human relationship between ,language ,proficiency and the combination of intelligences in full general and the types of intelligences in particular. Similarly, the results revealed no significant,divergence between male and female participants regarding language proficiency and types of intelligences. Moreover, none of the intelligence types was

  • Sima Modir Khameneh Sima Modir Khameneh
  • Mohammad Hossein
  • Bagherian Azhiri

The aim of the present enquiry was to address some fundamental innovative resolutions for EFL learners' encountered impeding dilemmas in reading comprehension. The researchers proceeded to determine the most frequent multiple intelligences (MI) of the EFL learners so every bit to cater for well-designed tasks to obviate any existing obstacles to platonic reading. Accordingly, by ways of a reliable MI profiling questionnaire, the dominant intelligences of EFL learners were highlighted. Moreover, all intended participants were homogenized on the basis of reading proficiency test adopted from First Certificate in English (FCE) whose scores served the purpose of pre-test too. Equally a consequence of observed difference between the genders apropos the dominant intelligences, the participants were randomly assigned into distinct command and experimental groups. Furthermore, some evenly selected reading sections from a number of EFL materials, namely, New Within Out, New Opportunities, and English Online were of main focus of attention in all groups. Equally a point of departure, handling groups were exposed to reading tasks in conformity with already identified ascendant intelligences, while the control groups were inclusively conducted nether already approached conventional teaching methods of reading in language schools and institutes. The results crystallized the furnishings of MI-based reading tasks on both EFL male and female learners' reading comprehension. Lastly, findings revealed that EFL female person learners emulated their male counterparts' reading comprehension. In sum, the results of such innovative intelligences-based reading task will grant opportunities to discover, value, and enhance the talents of EFL learners in better tackling reading comprehension shortcomings.

  • Mary Ann Christison

My interest in the theory of multiple intelligences (MI) and its application to the second and foreign language classroom began in the early on part of this decade. Ever since my first year of teaching in 1970, I have been troubled greatly by the concept of intelligence every bit a static construct. It didn't seem to make sense when I practical it to my students. My students demonstrated so many unlike individual strengths and skills, and they were constantly changing, learning, and growing. If someone had asked me to select my about intelligent student, I couldn't have washed so. My experiences as an educator were teaching me that intelligence was not merely ane course of cognition that cutting across all human being thinking. Rather, intelligence comprised quite possibly different intelligences. It took me most 20 years to observe the theory that supported my behavior and experiences. Gardner'south theory (1985) proposes different and autonomous intelligence capacities that result in many different ways of knowing, understanding, and learning well-nigh our world. As an L2 educator, it has been important for me to get abroad from defining intelligence in terms of tests and correlations among tests and brainstorm to expect more seriously at how people around the world develop skills important to their lives. I am reminded of a wonderful book titled The Education of Lilliputian Tree (Carter 1991), which deals with the divergence betwixt the skills that are considered intelligent and valued in the Native American Indian civilization and the culture of the "white human being" in the United States. Both groups valued a different gear up of skills and judged intelligent behavior in different ways. As Gardner (1993:15) states: It is of the utmost importance that nosotros recognize and nurture all of the varied human being intelligences, and all of the combinations of intelligences. We are all so dissimilar largely because we all take different combinations of intelligences. If nosotros recognize this, I recollect we will have at least a meliorate take a chance of dealing appropriately with the many issues we face up in the globe.

  • Marjorie Hall Haley

In an endeavor to understand learner-centered educational activity from the perspective of multiple intelligences (MI), the purpose of this second teacher activeness inquiry study was to further investigate the use of MI theory in shaping and informing instructional strategies, curricula development, and alternative forms of assessment with second linguistic communication learners. My premise was that given what we know about the educational needs of 2d language learners, all teachers must be better equipped to widen their pedagogical repertoire to suit linguistically, culturally, and cognitively diverse students. Results of the report indicated that students did achieve greater success rates when the MI theory was implemented.

  • Ali A. Loori

This report reports the differences in intelligences preferences of male and female students learning English language as a second linguistic communication at higher institutions in the U.s.a. of America. The sample comprised 90 international students registered at ESL centers at 3 American universities. The study results indicated that there were significant differences betwixt males' and females' preferences of intelligences. Males preferred learning activities involving logical and mathematical intelligences, whereas females preferred learning activities involving intrapersonal intelligence. The study recommends some implications to be considered in ESL/EFL classrooms.