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, cilt.22, ss.850-855, 2012 (SSCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: 22
  • Basım Tarihi: 2012
  • Doi Numarası: 10.1016/j.lindif.2012.05.003
  • Dergi Adı: LEARNING AND INDIVIDUAL DIFFERENCES
  • Sayfa Sayıları: ss.850-855

Özet

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.