THE RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCES AND SUCCESS IN LEARNING ENGLISH AS A FOREIGN LANGUAGE
Abstract
The aim of this paper is to present the research on the relationship between multiple intelligences (MI) proposed by Gardner (1993) and success in learning English as a foreign language (EFL) among 100 grammar school students in Serbia. McKenzie’s (1999) Multiple Intelligences Survey was used in identifying grammar school students’ intelligence profiles, showing that the most prominent types of intelligence are intrapersonal, logical and kinesthetic intelligence. The results of independent samples t-test analysis indicate that gender does not affect MI or language proficiency. The results of Pearson correlation suggest that general language proficiency is positively correlated with visual and existential intelligences, while different types of productive and receptive language skills (together with grammar and vocabulary knowledge) are positively correlated with musical, existential, visual, logical and verbal intelligences. Pearson correlation results also indicate that it is not possible to develop certain types of intelligence by using teaching techniques that engage them. The research has significant educational implications, suggesting that teachers should identify their students’ intelligence profiles and adapt their teaching techniques to them, instead of trying to force the development of verbal and logical intelligences, which are, apparently wrongly, regarded as prerequisites for success in learning.Keywords: multiple intelligences, language proficiency, student-centered teaching
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DOI: https://doi.org/10.22190/FUTLTE240126003C
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