This study investigated the possible relationships between Linguistic Intelligence and Grammar Performance of English as a Foreign Language Learners. To this aim, 139 homogenous undergraduate male and female English language learners between 22 and 32 years old particip More
This study investigated the possible relationships between Linguistic Intelligence and Grammar Performance of English as a Foreign Language Learners. To this aim, 139 homogenous undergraduate male and female English language learners between 22 and 32 years old participated in this study. Participants had been studying English language programs at the University of Kohdasht. The instruments utilized in this study were the Multiple Intelligence Questionnaire (MIDAS) designed by Shearer in 1996 to value linguistic intelligence, and a grammar TOEFL test to measure grammar performance of the learners. Descriptive statistics and correlation indicated a statistically significant relationship between linguistic intelligence of the learners and their performance on grammar. The results of regression analysis revealed that linguistic intelligence was the best predictor of learners’ performance on grammar. The independent sample t-test also showed no significant differences between males and females with respect to linguistic intelligence of learners and their performance on grammar. The findings propose professional English teachers to investigate the function of individual differences such as linguistic intelligence in different steps of teaching and learning of grammar in classes and provide more effective activities to help language learners improve their performance on grammar.
Manuscript profile
