The Realization of Gardner's Multiple Intelligences (MI) Theory in Second Language Acquisition (SLA)

Abstract

Better understanding of individual cognitive factors that account for successful second language acquisition/learning is an important goal and of great interest for many researchers in the field of language study. Gardner’s (1983) Multiple Intelligences Theory has proved that intelligence, as an individual cognitive factor, has a significant influence on the process of SLA and can account for the learners’ variation in second language learning. The theory of Multiple Intelligences has caused some educators and language researchers to reassess classroom practices both in education in general and in many areas of language teaching and learning in specific. Before investigating the effect of this important factor, a comprehensive understanding of the term seems to be essential. Therefore, through a detailed literature review, this paper is an attempt to outline the concept of intelligence as well as the role of intelligence in major SLA approaches. Moreover, Gardner’s theory of Multiple Intelligences is outlined and its key features are discussed in detail through this paper. Finally, drawing on the role of Multiple Intelligences, this paper tries to elucidate the applications and implications of this theory in relation to second language teaching and learning. This should enable a clearer picture to emerge about the relative importance of intelligence among the constellation of factors associated with second language acquisition.