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Linguistic intelligence: The capacity to use words effectively, whether orally (e.g., as a storyteller, orator, or politician) or in writing (e.g., as a poet, playwright, editor, or journalist). This intelligence includes the ability to manipulate the syntax or structure of language, the phonology or sounds of
Traditionally linguistic intelligence and logical-mathematical intelligence have been identified and highly valued in education and learning environments. These two intelligences drive academic testing and the measurement of IQ. They are the basis of many standardized . 1.
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What is linguistic intelligence & logical-mathematical intelligence?
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Can multiple intelligences teach culture and language in the ESL/EFL classroom?
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In his book, Gardner characterized 7 main forms of intelligence: linguistic-verbal, logical -mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal. Later in his work, Gardner added an additional intelligence to the list (Gardner, 1999; Tirri et al., 2008) – spiritual.
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- Abstract
- Keywords
- Literature Review
- Research Questions and Hypothesis
- Method
- Data Analysis
- The Results of Oral Interview
- The MI Observation Form
- Suggestion for Further Research
- Interview Guide
- Section 2: Teachers’ Perceptions
- Declaration of Conflicting Interests
- Funding
- Author Biographies
This study sought to investigate whether there are differences among EFL instructors of various intelligence types in terms of the types of activities that they implement in their classes. It also sought to investigate teachers’ perceptions about the theory of multiple intelligences. To this end, 30 male and female EFL instructors teaching the same...
multiple intelligences theory, MI-inspired instruction, teachers, class activities, EFL
This part reviews the studies on MI-inspired instruction in learning and especially in foreign language learning, thus, highlighting the role of MI theory in education. The literature on teachers’ perceptions about the MI theory and the rela-tionship between their MI and their classroom practices is also reviewed.
The research that has so far been done on the relationship between EFL teachers’ intelligence types and their class activities in an EFL context like Iran is not sufficient. This study tries to address the gap to see if teachers’ MI can act as a barrier in the implementation of MI-inspired instruction. It also checks EFL teachers’ perceptions of th...
This study utilized a mixed-methods design to gather both quantitative and qualitative data. To this end, both surveys and observation were employed to gather the data. Teachers’ intelligence types and their classroom practice were the inde-pendent variables that were explored in this study. The con-text of the study (English language institutes) a...
After collecting the data, teachers’ strongest type of intelli-gence was determined according to the instructions of MI Checklist. Based on the observational schedule, the frequen-cies of specific events, that is, the activities that were used by the participants in the classroom were computed. Descriptive statistics were run to describe the collec...
In this study, first the participants were interviewed to obtain their personal information. Then, they were asked whether they were familiar with the MI theory or not. The teachers who declared their familiarity with the MI theory (n = 8) by answering to a Likert-type question (see Appendix B) were further interviewed to check their perception of ...
Teacher’s name: Level: Time and date: Class size: MI-based instruction, teaching activities should be designed to develop students’ different intelligences, improve their strengths, and rectify their weaknesses. To this end, teachers have to put aside their dominant intelligence, their interests, and preferences and integrate a variety of acti...
Further research is required to shed light on the nature of the relationship between teachers’ MI and their classroom prac-tice especially in EFL context. For example, the research can be done with more participants of a certain intelligence type to focus the research on that intelligence type and achieve results that are more reliable. To create a...
Howard Gardner’s Theory of Multiple Intelligences Teacher’s Perceptions and Practices
How familiar are you with Gardner’s theory of multiple intelligences? □Not at all □ Slightly □ Moderately □ Completely Have you had any education at the university level concerning the theory of multiple intelligences? Please describe. What do you think about intelligence as defined by Gardner’s Multiple Intelligences theory? How applicable do y...
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
The author(s) received no financial support for the research, author-ship, and/or publication of this article.
Zahra Dolati recieved her MA in English Language Teaching from University of Guilan. Currently, she teaches English at different language institutes. Abdorreza Tahriri is currently an assistant professor at University of Guilan. His major research interests are differentiated instruction and second language acquisition.
Aug 6, 2019 · PDF | Linguistic intelligence is one of eight multiple intelligences that currently attracts attention in the world of education. Linguistic... | Find, read and cite all the research you...
Jun 26, 2022 · DOI: CC BY 4.0. Authors: Pahrozi Ahmad. Universitas Negeri Yogyakarta. Abstract. Nine types of multiple intelligence theories are proposed by Gardner (1999), which include the following:...
Abstract. The purpose of this essay is to discuss Multiple Intelligences described and defined by Howard. Gardner and other authors who followed and revised the theory in terms of language teaching. In. the student-centered approach, individual students' needs, interests, and strengths make.