Abstract
According to the theory of multiple intelligences (MI) propounded by Gardner (1983, 1999a, 1999b), each individual has a multitude of intelligences that are quite independent of each other and each individual has a unique cognitive profile. Having access to the MI profiles and learning strategies of learners could help the teachers in planning activities to connect both strategies and students’ talents and provide students with the best possible instruction. Thus, this study attempts to find out the relationship between the MI profiles and language learning strategies used by Iranian EFL high school students. Two hundred and twenty-nine students (121 males, 108 females) participated in the study. The instruments used to elicit information for this study were McKenzie’s (1999) MI inventory and the Strategy Inventory for Language Learning (SILL) Questionnaire. The findings revealed that there is a low, positive correlation between the two variables of MI and learning strategies, r = 0.24. In addition, it was found that there is a low, positive correlation between MI and different strategy types. The highest correlation was seen between meta-cognitive strategies and MI, followed by compensation and cognitive strategies. Furthermore, the findings reveal that Iranian students mostly use meta-cognitive strategies followed by social strategies.
Highlights
In the area of teaching and learning a second/foreign language, there has been an increasing interest in changing the focus from the teacher-centered classroom to the learner-centered classroom by shifting the focus from the product-orientedness to the process-orientedness of language learning
The first part attempts to find out the relationship between Language learning strategies (LLS) and multiple intelligences (MI) of Iranian EFL learners
In an attempt to answer this research question, a Pearson correlation was conducted between the overall MI and learning strategies scores to find out the strength and direction of the linear relationship between the two variables
Summary
In the area of teaching and learning a second/foreign language, there has been an increasing interest in changing the focus from the teacher-centered classroom to the learner-centered classroom by shifting the focus from the product-orientedness to the process-orientedness of language learning. In this view, the learners are considered as active participants that the effects of teaching will be partly dependant on what they know such as their prior knowledge, what they think about during learning, and their active cognitive processes (Dansereau, 1985; Weinstein & Underwood, 1985). A summary of the various definitions of learning strategies given by some researchers are provided in the following
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