Pre-service English as a foreign language teachers' perceptions of the relationship between multiple intelligences and foreign language learning
LEARNING AND INDIVIDUAL DIFFERENCES, vol.22, pp.850-855, 2012 (SSCI, Scopus)
- Publication Type: Article / Article
- Volume: 22
- Publication Date: 2012
- Doi Number: 10.1016/j.lindif.2012.05.003
- Journal Name: LEARNING AND INDIVIDUAL DIFFERENCES
- Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
- Page Numbers: pp.850-855
- Keywords: Pre-service teachers' perceptions, Multiple intelligences, English as a foreign language learning
- Middle East Technical University Affiliated: Yes
Abstract
The relationship between intelligence, language, and learning is a challenging field of study. One way to study how this relationship occurs and works is to investigate the perceptions of advanced language learners. Therefore, this paper reports a study that was conducted to explore 160 pre-service English language teachers' perceptions about which type(s) of multiple intelligence(s) play a role in foreign language learning. The findings of the study indicated that virtually all participants (97%) agreed on making use of all intelligence types in the process of foreign language learning and linguistic intelligence alone does not guarantee success in learning a foreign language. The results of the study also illustrate that multiple intelligences and foreign language learning have an ongoing, complex, and interactive relationship. Finally, a foreign language learning discipline MI profile is suggested. (C) 2012 Elsevier Inc. All rights reserved.