Multiple Intelligence Theory and Foreign Language Learning: A Brain-Based Perspective

Autor/inn/en	Arnold, Jane; Fonseca, Mª Carmen
Titel	Multiple Intelligence Theory and Foreign Language Learning: A Brain-Based Perspective
Quelle	In: International Journal of English Studies, 4 (2004) 1, S.119-136 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1578-7044
Schlagwörter	Multiple Intelligences; English (Second Language); Second Language Learning; Neurosciences; Second Language Instruction; Teaching Methods; Learning Processes; Cognitive Style; Learning Motivation; Language Aptitude; Memory + Suchen Sie Ihr Suchwort? Intelligenz (Psy); English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Neuroscience; Neurowissenschaften; Neurowissenschaft; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Cognitive styles; Kognitiver Stil; Motivation for studies; Lernmotivation; Sprachbegabung; Spracheignung; Gedächtnis
Abstract	Gardner's Multiple Intelligences theory is presented as a cognitive perspective on intelligence which has profound implications for education in general. More specifically, it has led to the application of eight of these frames to language teaching and learning. In this chapter, we will argue in favour of the application of MIT to the EFL classroom, using as support some of the major insights for language teaching from brain science. (As Provided).
Anmerkungen	University of Murcia. Department of English Philology Merced Campus, Calle Santo Cristo 1, Murcia 30071 Spain. Tel: +34-868-88-3406; Fax: +34-868-88-3409; e-mail: publicaciones@um.es; Web site: http://www.um.es/ijes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01