Comparing the Effects of Two Facets of Multiple Intelligences Theory on Developing EFL Learners’ Listening

Ma’ssoumeh Bemani Naeini

Abstract


Gardner’s Multiple Intelligences Theory (MIT), however having been embraced in the field of language acquisition, has apparently failed to play a role in research on learning styles as an alternative construct.  This study aims at examining the potential effects of MI-based activities, as learning styls, on the listening proficiency of Iranian TEFL university students.  Based on two assumptions derived from MIT, one of the experimental groups (EG1; N=30) worked on activities across intelligences while the other experimental group (EG2; N=30) focused on the activities related to their most developed intelligence.  McKenzie’s (1999) MI Inventory was used to identify the subjects’ preferred intelligences. There was a significant difference between listening scores on TOEFL before and after the intervention of MI-based activities as well as between the two experimental groups, indicating EG1 outperforming EG2.  So, as the findings reveal, integration of MIT can significantly contribute to the enhancement of EFL learners’ listening comprehension and the effect is even more significant if teachers practice an integration of all intelligences rather than the most developed ones, only.   

Keywords: Multiple Intelligences Theory, learning styles, listening proficiency, Iranian EFL context


Full Text:

PDF

References


Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed). Arlington, VA: Association for Supervision and Curriculum Development.

Asher, J. (1982). Learning another language through actions. Los Gatos, CA: Sky Oaks Productions.

Askarzadeh Torghabeh, R. (2007). EIL, variations and the native speaker's model. Asian EFL Journal, 9(4). Retrieved June, 2009, from http://www.asian-efl-journal.com/Dec_2007_rt.php

Bakhtiarvand, M. & Adinevand, S. (2011). Is listening comprehension influenced by the cultural knowledge of the learners? A case study of Iranian EFL pre-intermediate learners. RELC Journal, 42(2), 111-124. Doi:10.1177/0033688211401257

Campbell, B. (1994). The multiple intelligences handbook. Stanwood, WA: Campell & Associates.

Campbell, L., Campbell, B. & Dickinson, D. (1996). Teaching and learning through multiple intelligences. Needham Heights, MA: Allyn & Bacon.

Chapman, C. 1993. If the shoes fit: How to develop multiple intelligences in the classroom. Palatine, IL: IRI/Skylight.

Christison, M. A. (1996). Teaching and learning language through Multiple Intelligences. TESOL Journal. 6(1), 10-14

Christison, M. A. (1998). An introduction to multiple intelligence theory and second language Learning. In J. M. Reid (Ed.), Understanding learning styles in second language classrooms (pp. 1-14). New Jersey, NY: Prentice Hall Regents.

Creswell, J. (2003). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. London: Sage Publications.

Dunkel, P. (1991). Listening in the native and second/foreign language: Toward an integration of research and practice. TESOL Quarterly, 25, 431-457.

Felder, R. M. & Henriques, E. R. (1995). Learning and teaching styles in foreign and second language education.Foreign Language Annals, 28(1), 21-31.

Feyten, C. M. (1991). The power of listening ability: An overlooked dimension in language acquisition. Modern Language Journal, 5(4), 173-180.

Field, J. (2000). Finding one’s way in the fog: Listening strategies and second language learners. Modern English Teacher, 9(1), 29-34.

Field, J. (2003). Promoting perception: Lexical segmentation in second language listening. ELT Journal, 57(4), 325-333.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.

Gay, L. R., Mills, G. & Airasian, P. (2009). Educational research: Competencies for analysis and applications. Upper Saddle River, NJ: Pearson Education.

Goh, C. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28, 55- 75.

Goh, C. & Taib, Y. (2006). Metacognitive instruction in listening for young learners. LT Journal, 60(3), 222-232.

Hasan, A. S. (2000). Learners’ perception of listening comprehension problems. Language, Culture and Curriculum. 13(2), 137-153.

Hayati, A. M. (2009). The impact of cultural knowledge on listening comprehension of EFL learners. English Language Teaching, 2(3), 144-152. Retrieved August, 2010, from http://www.ccsenet.org/journal/index.php/elt/article/viewFile/3704/3305

Isemonger, I. & Sheppard, C. (2007). A construct-related validity study on a Korean version of the perceptual learning styles preference questionnaire. Educational and Psychological Measurement, 67(2), 357-368. Doi:10.1177/0013164406292073

Jahangard, A. (2007). The evaluation of EFL materials taught at Iranian public high schools. Retrieved June, 2009, from http://www.asian-efl-journal.com/June_07aj.php

Joiner, E. G. (1991). Teaching listening: Ends and means. In J. E. Alatis. (Ed.), Georgetown University Round Table on Languages and Linguistics: Linguistics and Pedagogy (pp. 194-214). Washington DC: Georgetown University Press.

Lazear, D. (1999). Eight ways of teaching: The artistry of teaching with multiple intelligences. Illinois, USA: Skylight Publishing Inc.

Lynch, T. (2009). Teaching second language listening. Oxford: Oxford University Press.

McKenzie, W. (1999). Multiple intelligences survey. Retrieved May, 2008, from http://surfaquarium.com/MI/MIInvent.htm

Maker, C. J., Nielson, A. B. & Rogers, J. A. (1994). Giftedness, diversity, and problem solving. Teaching Exceptional Children, (Fall), 4-18.

Messick, S. (1994). Cognitive styles and learning. In T. P. Husen. (Ed.), International Encyclopedia of Education (pp.). New York: Pergamon.

Nord, J. R. (1981). Three steps leading to fluency: A beginning. In H. Winitz. (Ed.), The Comprehension Approach to Foreign Language Instruction (pp. 69-100). Rowley, Mass: Newbury House.

Purdy, M. (1997). What is listening? In M. Purdy and D. Borisoff (Eds.), Listening in Everyday Life: A Personal and Professional Approach (pp. 1-20). Lanham, MD: University Press of America.

Reid, J. M. (1984). Perceptual learning style preference questionnaire. Laramie: University of Wyoming

Reid, J. M. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21(1), 87-109.

Reid, J. M. (1990). The dirty laundry of ESL survey research. TESOL Quarterly, 24, 232-338.

Richards, J. C. (1983). Listening comprehension: Approach, design and procedure. TESOL Quarterly, 17(2), 219-240.

Richards, J. C., Hull, J. & Proctor, S. (2005). Interchange 2 (3rd ed.). Cambridge: Cambridge University Press.

Schumann, J. (1997). The neurobiology of affect in Language. Boston, MA: Blackwell.

Stanford, P. (2003). Multiple intelligence for every classroom. Intervention in School and Clinic, 39(2), 80-85.

Teele, S. (1996). Redesigning the educational system to enable all students to succeed. National Association of Secondary Principals, NSSP Bulletin, 80, 65-75.

Teele, S. (2004). Overcoming barricades to reading. California, USA: Corwin Press.

Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53(3), 463-496.

Vandergrift, L. (2006). Second language listening: Listening ability or language proficiency? The Modern Language Journal, 90(1), 6-18.

Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191-210.


Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2019 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.