Relationship Between Linguistic Intelligence of EFL Learners and Their Performance on Grammar
محورهای موضوعی : نشریه زبان و ترجمهNasrin Garavand 1 , Akbar Azizifar 2 , Habib Gowhary 3 , Shahram Welidi 4
1 - Department of English Language, Ilam Branch, Islamic Azad University, Ilam, Iran
2 - University of Medical Sciences, School of Medicine, Ilam, Iran
3 - Department of English Language, Ilam Branch, Islamic Azad University, Ilam, Iran
4 - Department of English Language, Ilam Branch, Islamic Azad University, Ilam, Iran
کلید واژه: EFL learners, grammar, linguistic intelligence, Learners’ performance,
چکیده مقاله :
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.
این پژوهش به بررسی رابطه ممکن بین هوش زبانی –کلامی دانشجویان کارشناسی زبان انگلیسی به عنوان یک زبان دوم و عملکرد دستور زبان آنها پرداخت. برای انجام این پژوهش، 139 دانشجوی کارشناسی مذکر و مونث زبان انگلیسی همگن بین سنین 22 تا 32 دانشگاه کوهدشت، شامل 46 نفر پسر و 93 نفر دختر بودند که در این پژوهش شرکت داشتند. رشته تحصیلی این دانشجویان زبان انگلیسی بود. در این پژوهش، از پرسشنامه میداس که در سال 1996 توسط شیرر طراحی شد، برای سنجش هوش زبانی- کلامی و آزمون دستور زبان تافل برای جمع آوری نمرات دستور زبان استفاده گردید. آمار توصیفی و ضریب همبستگی، رابطه بین هوش زبانی-کلامی با عملکرد دستور زبان را نشان دادند. در این رابطه، رگرسیون خطی، نشان داد که هوش کلامی – زبانی، دارای بیشترین رابطه با عملکرد دستور زبان دانشجویان بود. آزمون t نمونه مستقل، همچنین نشان داد که دانشجویان پسر و دختر بر اساس هوش زبانی-کلامی در عملکرد دستور زبان، تفاوت معنی داری نداشتند. نتایج به دست آمده به معلمان حرفه ای زبان انگلیسی پیشنهاد می کند تا نقش تفاوت های فردی از جمله هوش زبانی-کلامی در مراحل مختلف آموزش و یادگیری دستور زبان در کلاس را مورد بررسی قرار دهند. و همچنین، برای کمک به یادگیرندگان زبان فعالیت های موثر جهت ارتقای عملکرد بهتر آنها به کار گیرند.
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