MULTIPLE INTELLIGENCES & FOREIGN LANGUAGE ACHIEVEMENT Canan Şaban, Özyeğin University, School of Languages

Overview Multiple Intelligence Theory MIT in Education MIT in ELT Present Study Conclusion

MULTIPLE INTELLIGENCES Developed by psychologist Howard Gardner in the late 1970’s and early 1980’s. Individuals possess 8 or more relatively autonomous intelligences. They draw on these intelligences, individually and corporately, to create products and solve problems that are relevant to the societies in which they live (Gardner, 1983, 1993, 1999, 2006).

MIT in Education Consructivist approach Learner-centered Individualized instruction Multiple learning styles Abilities Skills Aptitudes

MIT in ELT Descriptive studies Exploratory studies Experimental studies

STUDY 1. Razmjoo (2008) 👩👨 286 adults 📝 proficiency exam (grammar, vocab, reading) 📝 MI questionnaire No correlation between Multiple Intelligences and English language proficiency

STUDY 2. Sarıcaoğlu&Arıkan (2009) 👩👨 144 university students learning English 📝 grammar, listening, writing scores 📝 MI inventory for adults negative correlation between bodily-kinesthetic, spatial, intrapersonal intelligences and grammar scores

STUDY 3. Suan (2009) 👩👨 75 university students learning Japanese 📝 ??? 📝 MI scale positive correlation between logical/mathematical intelligence and proficiency in Japanese

STUDY 4. Yi-an (2010) 👩👨 2545 university students 📝 CEF A2 📝 MI questionnaire -negative correlation between musical, verbal, naturalistic intelligence and listening proficiency -negative correlation between verbal, musical, visual intelligences and reading proficiency -negative correlation between musical, verbal, visual intelligence and total exam scores

STUDY 5. Fonseca-Mora et al. (2011) 👩👨 49 six graders (11-13 years old) ♫♪ 📝 final exam score 📝 Seashore’s musical test -positive correlation between high musical intelligence and foreign language learning -positive correlation between high musical intelligence and auditory skills -positive effects of musical intelligence on receptive skills (listening & reading)

STUDY 6. Behjat (2012) 👩👨 150 university students 📝 TOEFL(grammar, vocab, reading) 📝 Armstrong’s MI checklist -positive correlation between intrapersonal intelligence and proficiency of male Ss -positive correlation between interpersonal intelligence and proficiency of female Ss

STUDY 7. Pour-Mohammadi et al. (2012) 👩👨 120 university students 📝 final exam score 📝 MIT designed by LRDC Canada -all intelligences are influential on achievement -strong positive influence of interpersonal intelligence on achievement -strong negative influence of naturalistic intelligence on achievement

STUDY 8. Hanafiyeh (2013) 👩👨 140 university students (18-24 years old) 📝 Grammar & writing exams 📝 MI inventory for adults -differences between gender and intelligences -negative correlation between proficiency in grammar and kinesthetic, spatial, intrapersonal intelligences -positive correlation between proficiency in writing and musical intelligence

PRESENT STUDY Purpose to investigate the relationship between multiple intelligences and foreign language achievement

RESEARCH QUESTIONS 1. Is there a relationship between multiple intelligences and foreign language achievement? 2. Do mainstream and repeat groups differ in their multiple intelligences and foreign language achievement? 3. Do multiple intelligences predict foreign language achievement?

PARTICIPANTS two groups of students in the level; 109 intermediate level L2 English learners aged between 20 and 22 in the preparatory school of a private university in Istanbul. two groups of students in the level; mainstream group (35) repeat group (74)

INSTRUMENTS 1. MI Inventory for adults by Armstrong (2000) 80 items, 10 items for each intelligence. a self-report instrument piloted with a different group of 40 students necessary adaptations 2. English achievement test reading, listening, language, and writing Each score and total score

RESULTS MI dispositions Mainstream & Repeat groups showed similar MI dispositions (intrapersonal, bodily-kinesthetic, spatial). Repeat groups showed higher levels of logical-mathematical intelligence than Mainstream groups.

RESULTS MI & Foreign Language Achievement Whole group positive correlation between musical intelligence & overall language achievement (r=0.198; p<0.05) positive correlation between musical intelligence & writing achievement (r=0.223; p<0.05)

RESULTS MI & Foreign Language Achievement Mainstream - Positive correlation between musical (r=0.516; p<0.01) & linguistic (r=0.434; p<0.01) intelligence and writing achievement

RESULTS MI & Foreign Language Achievement Repeat Positive correlation between musical (r=0.250; p<0.05) intelligence and listening achievement

RESULTS Can MI predict foreign language achivement? Multiple regression analysis -MI did not predict foreign language achievement. F (8,100)=1.122, p>0.05.

CONCLUSION Existing research results are … * conflicting * inconsistent This may be attributed to … real nonexistence of the relationship between multiple intelligences and foreign language achievement utilization of various data collection instruments and different means of measuring language achievement.

TAKEAWAY praises & criticisms & teachers «How to do the right things, by doing things right?» Strengths & weaknesses of MI Question & make decision

As we start a new school year, Mr As we start a new school year, Mr. Smith, I just want you to know that I’m an abstract sequential learner and trust that you will conduct yourself accordingly!

REFERENCES Armstrong, T. (2000). Multiple Intelligences in the Classroom. Alexandria, VA: ASCD. Behjat, F. (2012). Interpersonal and intrapersonal intelligences: Do they really work in foreign-language learning? Procedia-Soacial and Behavioral Sciences. 32: 351-355. Fonseca-Mora, M. C., Toscano-Fuentes, C., Wermke, K. (2011). Melodies that help: The relation between language aptitude and musical intelligence. Anglistik International Journal of English Studies. 22(1): 101-118. Gardner, H. (1983). Frames of Mind. The theory of multiple intelligences. NY: Basic Books. Gardner, H. (1993). Frames of Mind. The theory of multiple intelligences (10 anniversary ed.) NY: Basic Books. Gardner, H. (1999). The disciplined mind: What all students should understand. NY: Simon & Schuster. Gardner, H. (2006). Five minds for the future. Boston, MA: Harvard Business School Press. Klein, P. D. (1997). Multiplying the problems of intelligence by eight: a critique of Gardner’s theory. Canadian Journal of Education, 22(4), 337-394. Suan, W. H. (2009). Multiple intelligences in Japanese language learning. The International Journal of Learning. 16(7): 565-575. Waterhouse, L. (2006). Inadequate evidence for multiple intelligences, Mozart effect, and emotional intelligence theories. Educational Psychologist, 41(4), 247-255. Yi-an, H. (2010). Multiple intelligences and foreign language learning- A case study in Taiwan. WHAMPOA – An Interdisciplinary Journal. 58: 1-30.