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

Date

2012-12-01

Author

Savaş, Perihan

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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.

Subject Keywords

Pre-service teachers' perceptions, Multiple intelligences, English as a foreign language learning

URI

https://hdl.handle.net/11511/47786

Journal

LEARNING AND INDIVIDUAL DIFFERENCES

DOI

https://doi.org/10.1016/j.lindif.2012.05.003

Collections

Department of Foreign Language Education, Article

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Citation Formats

P. Savaş, “Pre-service English as a foreign language teachers’ perceptions of the relationship between multiple intelligences and foreign language learning,” LEARNING AND INDIVIDUAL DIFFERENCES, pp. 850–855, 2012, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/47786.