Pre-service English as a foreign language teachers' perceptions of the relationship between multiple intelligences and foreign language learning

Savaş P.

LEARNING AND INDIVIDUAL DIFFERENCES, vol.22, pp.850-855, 2012 (SSCI) identifier identifier

  • 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.