The Relationship between Iranian EFL Learners’ Multiple Intelligences and their Writing Performance across Different Genders
محورهای موضوعی : language teachingهلن علیزاده 1 , مهناز سعیدی 2 , نسرین حدیدی تمجید 3
1 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
3 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
کلید واژه: gender, writing performance, multiple intelligences,
چکیده مقاله :
After Gardner’s Multiple Intelligences Theory (MIT), some language teaching practitioners set out to teach students in a way to help their dominant intelligence(s) blossom. In an EFL context, usually teachers’ main focus is to develop communication skills. Nowadays, writing is one of the main ways by which people communicate. Thus, this study aimed at investigating possible relationship between Multiple Intelligences and writing performance of Iranian EFL learners across different genders. To conduct this study, 15 male and 15 female advanced EFL learners from a reputable institute in Tabriz participated. They passed through a placement test to enter the course, yet the researchers administered a Test of English as a Foreign Language (TOEFL) to ensure homogeneity in the group. After a session of introducing the project’s purpose, Multiple Intelligence Developmental Assessment (MIDAS) questionnaire was administered for obtaining participants’ Multiple Intelligence profile. Later, the participants were given a text and asked to read and summarize it. The collected writings were analyzed for grammatical accuracy, complexity and quality of the writing based on Jacob et al.’s (1981) scale. The results of the correlational analysis revealed that overall Multiple Intelligences correlated positively with the quality of the female learners’ writing. The findings suggest that English teachers consider the role of multiple intelligences in learning and teaching process and provide more effective activities to help learners of different intelligences improve their foreign language writing skill.
بعد ازتئوری هوش های چند گانه ی گاردنر معلمین زیادی این تئوری را پذیرفته و سعی کرده اند با نحوه تدریسشان به دانش اموزان در شکوفایی هوش (های) غالب کمک کنند. در شرایط یادگیری زبان خارجی،تمرکز معلمین معمولا" بر روی بهبود دادن مهارتهای ارتباطی است. این روزها، یکی از اصلی ترین راه هایی که مردم با آن ارتباط برقرار می کنند، نوشتن است. بنابراین هدف این تحقیق بررسی رابطه ی احتمالی بین هوش های چند گانه و نوشتار زبان آموزان ایرانی در بین جنسیت های مختلف است. برای انجام این تحقیق ۱۵ زبان آموز دختر و ۱۵ زبان آموز پسر از یک آموزشگاه معتبر زبان انگلیسی در تبریز شرکت کرده اند. این زبان آموزان برای ورود به کلاسهای آموزشگاه از یک آزمون تعیین سطح و مصاحبه عبور کرده اند، با این حال محققین برای اطمینان از همگن بودن سطح مهارتی زبان آموزان آزمون تافل برگزار کردند. پس از یک جلسه معرفی هدف تحقیق، پرسشنامه میداس برای به دست آوردن پروفایل هوش های چندگانه زبان آموزان به عمل آمد. بعد متنی به زبان آموزان معرفی شد و از آن ها خواسته شد که متن را خوانده و خلاصه آن را بنویسند. نوشته های جمع آوری شده برای بدست آوردن صحت دستوری، پیچیدگی کلام و کیفیت نوشتاری آنالیز شدند. نتایج به دست آمده از تحلیل همبستگی حاکی از آن است که نمرات کلی هوش های چند گانه فقط با کیفیت نوشتار زبان آموزان دختر همبستگی مثبت دارد. نتایج تحقیق به معلمین زبان انگلیسی پیشنهاد می کند که نقش هوش های چند گانه در یاد گیری زبان، فرایند تدریس و فراهم آوردن فعالیت های کلاسی موثر که در پیشرفت مهارت نوشتاری زبان آموزان با هوش های متفاوت کمک می کنند توجه کنند. دلالت آموزشی این تحقیق بر تدریس زبان انگلیسی و نوشتار نیز بحث شده است.
Ahmadian, M., & Hosseini, S. (2012). A study of the relationship between Iranian EFL learners Multiple Intelligences and their performance on writing. Mediterranean Journal of Social Sciences, Vol. 3 (1). Doi:10.5901/mjss.2012.03.01.111.
Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: ASCD
Armstrong, T. (2003). Multiple intelligences of reading and writing: Making the words come alive. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Ashton, M.C., Vernon, P.A., &Visser, B.A. (2006). Beyond g: Putting multiple intelligence theory to the test. Intelligence, 34, 487–502.
Brown, H.D. (2000). Principals of language and teaching (4th ed.). Longman Publishing Group, San Francisco State University.
Brown, A. L., Day, J. D., & Jones, R. S. (1983). The development of plans for summarizing for texts. Child Development, 54,968-79.
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. New Jersey: Prentice Hall Regents.
Coustan, T., & Roca, L. (1999). Putting theory into practice. Focus on Basics, 3. Retrieved May
26, 2011, from http:// www.gse.Harvard.edu / ncsall/fob/1999/coustan.htm
Dung, N. T. (2002). Differential effects of multiple intelligences curriculum on student performance. Master thesis. Ho Chi Minh City University of Social Sciences and
Humanities, National University of Ho Chi Minh City.
Dung, N. T., & Tuan, L. T. (2011). Accommodating classroom activities to EFL learners’ multiple intelligences. Mediterranean Journal of Social Sciences, 2 (1), 79-109.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic
Books.
Gardner, H. (1985). The mind’s new science: A history of cognitive revolution. New York: Basic Books.
Gardner, H. (1991). The unschooled mind: how children think and how schools should teach. New York: Basic Books Inc.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
Gardner, H. (1999). Intelligence reframed. multiple intelligences for the 21st century, New
York: Basic Books.
Gardner, H. (2006). Multiple intelligences: New horizons. New York: Basic Books.
Gaies, S.J. (1980). T-unit analysis in second language research: application, problems, limitation. TESOL Quarterly, 14(1), 53-61.
Hidi, S., & Anderson, V. (1986). Producing written summaries: Task demands, cognitive operations, and implications for instruction. Review of Educational Research, 56 (4), 473–493.
Jacobs, H.L., Zinkgraf, S.A., Wormuth, D.R., Hartfiel, V.F., & Hughey, J.B. (1981).
Testing EFL Composition: a practical approach. Rowley, Mass: Newbury House.
Kezar, A. (2001). Theory of multiple intelligences: Implications for higher education. Innovative Higher Education, 26, (2), 141-154.
Krechevsky, M. (1994). Project Spectrum: Preschool assessment handbook. Cambridge, MA: Harvard Project Zero. S.
Langan, J. (1992). Reading and study skill. Florida: Atlantic Community College.
Loori, A. A. (2005). Multiple intelligences: A comparative study between the preferences of males and females. Social Behavior and Personality, 33(1), 77-88.
MacKenzie, W. (1999). Multiple intelligences inventory. Retrieved June 2, 2011, from http://www.surfaquarium.com/MI/inventory.htm
Marefat, F. (2007). Multiple intelligences: Voice from an EFL writing class(electronic version).
Pazhuhesh-e Zabanha-ye Khareji, 32,145-162. Retrieved June 2, 2011, from http://www.magiran.com/magtoc.asp.mg
Razmjoo,S. A., (2008). On the relationship between multiple intelligences and language success. The Reading Matrix, 8(2), 155-174.
Richards, J. C., & Sandy C. (1998). Passages: an upper-level multi-skills course: student’s book 1. Cambridge: Cambridge University Press.
Richards, J.C., & Rogers, T.S. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
Rinehart, S. D. & Thomas, K. E (1993). Summarization abilityand text recall by novice studiers. Reading Research andInstruction, 32(4), 24-32.
Rubado, K. (2002). Empowering students through multiple intelligences. Reclaiming children and youth 10 (4).
Sadeghi, K., & Farzizadeh, B., (2012). The relationship between multiple intelligences and writing ability of Iranian of Iranian EFL learners. Canadian Center of Science and Education, ISSN: 1916-4742, 5(11), (pp. 136-142).
Saeidi, M. (1385). Multiple intelligence-based focus on form from theory to practice. Islamic Azad University-Tabriz Branch.
Saricaloglu, A., & Arikan, A., (2009). A study of multiple intelligences, foreign language success, and some selected variables. Journal of Theory and Practice in Education, ISSN 1304- 9496, 5(2), 110-122. Retrieved May 25, 2011, from http://eku.comu.edu.tr/index/5/2/asaricaoglu_aarikan
Shearer, C. B. (1996). The MIDAS: A guide to assessment and education for the multiple intelligences. Columbus, OH: Greyden Press.
Tahriri, A. & Yamini, M. (2010). On teaching to diversity: investigating the effectiveness of MI-iInspired instruction in an EFL context. The Journal of Teaching Language Skills (JTLS), 2, (1), 59/4, (pp. 166-183).
Wohl, M. (1978). Techniques for writing: Composition. Rowley, Mass: Newbury House.
