The Relationship between Iranian EFL Learners' Multiple Intelligences and Their Performance on Grammar Tests
The Multiple Intelligences theory characterizes human
intelligence as a multifaceted entity that exists in all human beings
with varying degrees. The most important contribution of this theory
to the field of English Language Teaching (ELT) is its role in
identifying individual differences and designing more learnercentered
programs. The present study aims at investigating the
relationship between different elements of multiple intelligence and
grammar scores. To this end, 63 female Iranian EFL learner selected
from among intermediate students participated in the study. The
instruments employed were a Nelson English language test, Michigan
Grammar Test, and Teele Inventory for Multiple Intelligences
(TIMI). The results of Pearson Product-Moment Correlation revealed
a significant positive correlation between grammatical accuracy and
linguistic as well as interpersonal intelligence. The results of
Stepwise Multiple Regression indicated that linguistic intelligence
contributed to the prediction of grammatical accuracy.
[1] M. Ahmadian,&S. Hosseini,2012.A study of the relationship between
Iranian EFL learners Multiple Intelligences and their performance on
writing. Mediterranean Journal of SocialSciences, Vol. 3 (1), 111-126.
[2] T. Armstrong, 1994. Multiple intelligences in the classroom. Alexandria,
VA: Association for Supervision and Curriculum Development.
[3] S. Baleghizadeh, & R. Shayeghi, 2014. The relationship between
perceptual learning style preferences and Multiple Intelligences among
Iranian EFL learners, Innovations in Education and Teaching
International, 51(3), 255-264.
[4] M. BemaniNaeini,,&A. Pandian, 2009. On the relationship between
Multiple Intelligences, listening proficiency, and motivational
orientation among Iranian TEFL university students. Iranian EFL
Journal, 4, 41-70.
[5] M. Christison, 1998. An introduction to multiple intelligence theory and
second language learning. In Reid (Ed.), Understanding learning styles
in the second language classroom (pp. 1-14). Englewood Cliffs, N.J.:
Prentice Hall/Regents.
[6] R. W. Crozier, 1997. Individual learners: Personality differences in
education. London: Routledge.
[7] S. J. Denig, 2004. Multiple intelligences and learning styles: Two
complementary dimensions. Teacher College Record, 106(1), 96-111.
[8] D. Fontana, 1988. Psychology for teachers. Hampshire: Macmillan.
[9] H. Gardner, 1983. Frames of mind: The theory of multiple intelligences.
New York: Basic Books.
[10] N. Haghighi, 2006. The relationship between Iranian language learners'
multiple intelligences and their learning styles. Unpublished master's
thesis, AllamehTabataba'i University, Tehran, Iran.
[11] Y. Javanmard, 2012. On the relationship between Multiple Intelligences
and their performance on vocabulary tests among Iranian EFL learners.
Global Journal of Human Social Science, 12(12), 61-73.
[12] G. R. Lefrancios, 1991. Psychology for teachers. CA: Wadsworth
Publishing Company.
[13] B. Mahdavi, 2008. The role of Multiple Intelligences (MI) in listening
proficiency: a comparison of TOEFL and IELTS listening tests from an
MI perspective. Asian EFL Journal, 10 (3), 1-14.
[14] F. Marefat, 2007. Multiple intelligences: voices from an EFL writing
class. Pazhuhesh-e Zabanha-ye Khareji, 32, 145-162.
[15] A.Panahi, 2011. Relationship between Multiple Intelligences and
learning grammar. Iranian EFL Journal, 7(5), 139-163.
[16] S. A.Razmjoo, 2008. On the relationship between multiple intelligences
and language proficiency. The Reading Matrix, 8(2), 155-174. [17] J. M. Reid, 1997. Understanding learning styles in the second language
classroom. Englewood Cliffs, N.J.: Prentice Hall/Regents.
[18] T. Richards, J. C. & Rodgers, 2001. Approaches and methods in
language teaching (2nd Ed.). Cambridge: Cambridge University Press.
pp.115-120.
[19] S. Teele, 2000. Rainbows of intelligence: Exploring how students
learn.Thousand Oaks, CA: Corwin Press. pp.1-10
[20] H. Zare-ee, A. &Shahi, 2010. The relationship between learning styles
and multiple intelligences. INTED2010 Proceedings, 2495-2504.
[1] M. Ahmadian,&S. Hosseini,2012.A study of the relationship between
Iranian EFL learners Multiple Intelligences and their performance on
writing. Mediterranean Journal of SocialSciences, Vol. 3 (1), 111-126.
[2] T. Armstrong, 1994. Multiple intelligences in the classroom. Alexandria,
VA: Association for Supervision and Curriculum Development.
[3] S. Baleghizadeh, & R. Shayeghi, 2014. The relationship between
perceptual learning style preferences and Multiple Intelligences among
Iranian EFL learners, Innovations in Education and Teaching
International, 51(3), 255-264.
[4] M. BemaniNaeini,,&A. Pandian, 2009. On the relationship between
Multiple Intelligences, listening proficiency, and motivational
orientation among Iranian TEFL university students. Iranian EFL
Journal, 4, 41-70.
[5] M. Christison, 1998. An introduction to multiple intelligence theory and
second language learning. In Reid (Ed.), Understanding learning styles
in the second language classroom (pp. 1-14). Englewood Cliffs, N.J.:
Prentice Hall/Regents.
[6] R. W. Crozier, 1997. Individual learners: Personality differences in
education. London: Routledge.
[7] S. J. Denig, 2004. Multiple intelligences and learning styles: Two
complementary dimensions. Teacher College Record, 106(1), 96-111.
[8] D. Fontana, 1988. Psychology for teachers. Hampshire: Macmillan.
[9] H. Gardner, 1983. Frames of mind: The theory of multiple intelligences.
New York: Basic Books.
[10] N. Haghighi, 2006. The relationship between Iranian language learners'
multiple intelligences and their learning styles. Unpublished master's
thesis, AllamehTabataba'i University, Tehran, Iran.
[11] Y. Javanmard, 2012. On the relationship between Multiple Intelligences
and their performance on vocabulary tests among Iranian EFL learners.
Global Journal of Human Social Science, 12(12), 61-73.
[12] G. R. Lefrancios, 1991. Psychology for teachers. CA: Wadsworth
Publishing Company.
[13] B. Mahdavi, 2008. The role of Multiple Intelligences (MI) in listening
proficiency: a comparison of TOEFL and IELTS listening tests from an
MI perspective. Asian EFL Journal, 10 (3), 1-14.
[14] F. Marefat, 2007. Multiple intelligences: voices from an EFL writing
class. Pazhuhesh-e Zabanha-ye Khareji, 32, 145-162.
[15] A.Panahi, 2011. Relationship between Multiple Intelligences and
learning grammar. Iranian EFL Journal, 7(5), 139-163.
[16] S. A.Razmjoo, 2008. On the relationship between multiple intelligences
and language proficiency. The Reading Matrix, 8(2), 155-174. [17] J. M. Reid, 1997. Understanding learning styles in the second language
classroom. Englewood Cliffs, N.J.: Prentice Hall/Regents.
[18] T. Richards, J. C. & Rodgers, 2001. Approaches and methods in
language teaching (2nd Ed.). Cambridge: Cambridge University Press.
pp.115-120.
[19] S. Teele, 2000. Rainbows of intelligence: Exploring how students
learn.Thousand Oaks, CA: Corwin Press. pp.1-10
[20] H. Zare-ee, A. &Shahi, 2010. The relationship between learning styles
and multiple intelligences. INTED2010 Proceedings, 2495-2504.
@article{"International Journal of Business, Human and Social Sciences:70787", author = "Rose Shayeghi and Pejman Hosseinioun", title = "The Relationship between Iranian EFL Learners' Multiple Intelligences and Their Performance on Grammar Tests", abstract = "The Multiple Intelligences theory characterizes human
intelligence as a multifaceted entity that exists in all human beings
with varying degrees. The most important contribution of this theory
to the field of English Language Teaching (ELT) is its role in
identifying individual differences and designing more learnercentered
programs. The present study aims at investigating the
relationship between different elements of multiple intelligence and
grammar scores. To this end, 63 female Iranian EFL learner selected
from among intermediate students participated in the study. The
instruments employed were a Nelson English language test, Michigan
Grammar Test, and Teele Inventory for Multiple Intelligences
(TIMI). The results of Pearson Product-Moment Correlation revealed
a significant positive correlation between grammatical accuracy and
linguistic as well as interpersonal intelligence. The results of
Stepwise Multiple Regression indicated that linguistic intelligence
contributed to the prediction of grammatical accuracy.", keywords = "Multiple intelligence, grammar, ELT, EFL, TIMI.", volume = "9", number = "9", pages = "3066-5", }
