The Relationship between Multiple Intelligences and Language Learning Strategies and Gender

Autor/inn/en	Ansarin, Ali Akbar; Khatibi, Samira Paki
Titel	The Relationship between Multiple Intelligences and Language Learning Strategies and Gender
Quelle	In: English Language Teaching, 11 (2018) 5, S.84-94 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Multiple Intelligences; Language Acquisition; Learning Strategies; Gender Differences; Language Proficiency; English (Second Language); Questionnaires; Hypothesis Testing; Cohort Analysis; Second Language Learning; Correlation; Foreign Countries; Measures (Individuals); Multivariate Analysis; Statistical Analysis; Iran; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Intelligenz (Psy); Sprachaneignung; Spracherwerb; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Geschlechterkonflikt; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Fragebogen; Hypothesenprüfung; Hypothesentest; Kohortenanalyse; Zweitsprachenerwerb; Korrelation; Ausland; Messdaten; Multivariate Analyse; Statistische Analyse
Abstract	This study set out with the aim of assessing whether Multiple Intelligences profiles of Iranian students would exert any influence on their use of language learning strategies as important determining factors in the language learning. Additionally, we explored the role of gender and different proficiency levels on EFL learners' multiple intelligences. A total number of 303 EFL learners, 164 males and 139 females participated in this study, 112 were Elementary, 92 were Intermediate students and 99 were advanced level, within the age range of 12 to 33 at Jahade Daneshgahi of Tabriz. The instruments used to elicit information for this study were MIDAS and the Strategy Inventory for Language Learning (SILL) Questionnaire. Initially, we homogenized the English proficiency of the participants, by administering "Nelson" English Language Tests. Results showed a significant relationship between the variables of multiple intelligences (MI) and Strategy Inventory of Language Learning (SIL). Results of multivariate tests showed a significant positive difference between the MI scores and different proficiency levels but no significant difference in MI scores across genders. a significant difference was found in musical intelligence of participants at different proficiency levels. In terms of implications of the study it is suggested that before choosing any teaching materials, educators should conduct needs analysis and test in order to find out the MI profile of the students and to avoid having any mismatch between selected topics and the students' needs. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01