The Relationship between Language Learning and Multiple Intelligences

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The Relationship between Language Learning and Multiple Intelligences


Students ‘ ability to larn a 2nd linguistic communication differs from each other, and each pupil learns a stuff better in a particular method. These differences rely on pupils ‘ ability, or to be specially mentioned on their intelligence. When you study about intelligence sing to linguistic communication larning you will happen a theory based on multiple intelligences. In this research I ‘m traveling to happen definitions for these entities and seek to acknowledge the relationship which exists between linguistic communication acquisition and Multiple Intelligence Theory ( MIT ) .

Students should be presented assorted ways of work with text, words, etc. so they can happen the best manner that works for them. Besides cooperation among instructors and psychologists must be established. So they can better instruction and besides pupils ‘ acquisition. The University instructors should run into each other at conferences, solve and discourse some of their jobs. They should besides discourse their methodological analysis issues. They should ever develop their cognition, accomplishments and abilities in their field. And these are all because the traditional method of larning linguistic communication does n’t carry through today ‘s demand for preparation.

Howard Gardner ‘s Multiple Intelligence Theory ( MIT ) ( 1983, 1999 ) is a theoretical account that describes nine different intelligences. It has been developed to understand how single differences can be improved in the schoolroom. The nine intelligences are defined as follow:


Involves sensitiveness to talk and written linguistic communication, the ability to larn

linguistic communications, and the capacity to utilize linguistic communication to carry through certain ends. This intelligence includes the ability to efficaciously utilize linguistic communication to show oneself rhetorically or poetically ; and linguistic communication as a agency to retrieve information..

Writers, poets, attorneies and talkers are among those that Howard Gardner sees as holding high lingual intelligence.


It is the capacity to analyse jobs logically, carry out mathematical operations, and look into issues scientifically. In Howard Gardner ‘s words, it entails the ability to observe forms, ground deductively and believe logically.

This intelligence is most frequently associated with scientific and mathematical thought.


Consists of the possible to acknowledge and utilize the forms of broad infinite and more confined countries.


Involves the potency of utilizing one ‘s whole organic structure or parts of the organic structure to work out jobs. It is the ability to utilize mental abilities to organize bodily motions. Howard Gardner sees mental and physical activity as related.


It is the accomplishment in the public presentation, composing, and grasp of musical forms. It encompasses the capacity to acknowledge and compose musical pitches, tones, and beat. Harmonizing to Howard Gardner musical intelligence tallies in an about structural analogues to lingual intelligence.


It involves the capacity to understand the purposes, motives and desires of other people. It allows people to work efficaciously with others. Educators, sales representative, spiritual and political leaders and counsellors all need a well-developed interpersonal intelligence.


Consists of the capacity to understand oneself, to appreciate one ‘s feelings, frights and motives. In Howard Gardner ‘s position it involves holding an effectual working theoretical account of ourselves, and to be able to utilize such information to modulate our lives.


Makes human existences able to acknowledge, categorise and pull upon certain

characteristics of the environment. It ‘combines a description of the nucleus ability with

a word picture of the function that many civilizations value.

Activities which can be used in schoolroom sing to multiple intelligences are as followed:

Linguistic-Verbal Intelligence: Write a missive to a friend that tells about the mark state.

Mathematical-Logical Intelligence: Make a graph or chart that shows the highest mountains, rivers, vs. and the biggest metropoliss, vs. to the mark civilization.

Spatial Intelligence: Fix a journey booklet that shows the tourer finishs in the mark state.

Interpersonal-Social Intelligence: Act out a drama that presents a day-to-day life in the mark state.

Personal Intelligence: Listen to a cassette and so reflect some of the parts of day-to-day lives in the mark state by composing on a piece of paper.

Kinesthetic Intelligence: Make a map and so demo of import cultural and historical edifices in the mark state.

Musical-Rhythmic Intelligence: Singing a popular vocal by utilizing an instrument and so show some of the popular vocalists in the mark state to the category.

Naturalistic Intelligence: Research the workss and animate beings that grow up and unrecorded in the mark state.

Experiential Intelligence: Analyse the cultural traits of the people in the mark state by demoing day-to-day apparels and stuffs, which reflects the mark civilization, people wear and use at that place. ( Bas, 2008, p.9 )

For larning linguistic communication to the students several points should be noted:

Wordss are non plenty for linguistic communication acquisition. Do non trust on the spoken word merely. Most activities for the younger scholars should include motion and affect the senses, colorss and sounds. You will necessitate to hold plentifulness of objects and images to work with, and to do full usage of the school and schoolroom and your milieus. Show what you want them to make. The balance will alter as the kids get older, but appealing to the senses, colorss, sounds, and motions will ever assist the students to larn.

Think about kids stating gags. Five twelvemonth olds laugh because everybody esle does, but they do non ever understand the gag. If they are asked to re-tell the gag, it will be nonsensical. Seven-year-olds think gags are amusing and they learn them off by bosom. This means that they frequently get the clout line incorrect or have to be prompted. Ten and eleven-year-olds remember gags and can work out the punch line from the state of affairs. The system of linguistic communication and the apprehension of it seems to fall into topographic point for many kids in the same manner. Students, in this respect, can make marionettes and so state gags to their equals. They can besides compose a vocal for the gag and so move out the gag in the schoolroom. In this manner, gags encourage kids to believe.

Let the students talk to themselves. Make them play with the linguistic communication by doing up rimes, singing vocals, stating narratives, etc. in the schoolroom. Children love vocals, rimes, narratives and chants and their insistent nature and beats make them an ideal vehicle for linguistic communication acquisition.

Promoting kids to clap the round as they go along or state rimes will assist to develop a sense of beat in English. Additionally, students draw ( or coloring material ) images of vocals, rimes and chants: they can besides move out the vocals, rimes and chants and so use those to new ambiances. As can be seen, harmonizing to Brewster et Al. ( 2003 ) , vocals, rimes and chants can lend to the kid ‘s planetary development in many different ways. The chief overall intent, nevertheless, is that singing, intoning and moving together is merriment and it stimulates the kid ‘s sense of temper. So this helps kids drama with the mark linguistic communication in humourous and funful environment.

4. Multiple Intelligences theory is based on cooperation non on

competition. So because of this ground, avoid awards and awards in the category. In this respect, make room for shared experiences because they are a valuable beginning for linguistic communication work and make an ambiance of engagement and togetherness. We all enjoy the feeling of belonging and this is peculiarly true of immature kids.

Group the kids together whenever and wherever posible. This does non intend that they have to work in groups all the clip, but most kids like to hold other kids around them, and besides sitting with others encourages cooperation. Genuine concerted pairwork or group work is normally the consequence of a long procedure. Besides, working with duologues with braces or groups is a utile manner to develop the co-op ambiance in the schoolroom. Students with their ain equals can colloborately work in the schoolroom. They can pull images, compose vocals, rimes and chants, drama games ( word, card games, vs. ) , move out play, etc. together. So with this manner, students do non afraid of a possible failure, or on the reverse of that, they work out in a fearless and reenforcing atmosphere in the schoolroom that “ larning ” materialises in a natural manner.

5. EFL instructors of immature scholars are now more familiar with an

acquisition-based methodological analysis, and recognize the true value of utilizing storybooks and storytelling as a manner to make an acquisition rich environment and ideal acquisition conditions which provide comprehendible input. Children enjoy listening to narratives in their L1 and understand the conventions of narrative. For case, every bit shortly as they hear the expression “ Once upon a clip… ” , they know what to anticipate following! For this ground,

storybooks can supply an ideal debut to the foreign linguistic communication as it is presented in a context that is familiar to the kid. Narratives can besides supply the starting point for a broad assortment of related linguistic communication and acquisition activities ( Brewster, Ellis and Girard, 2003 ) . Narratives and storybooks have ever been utile and rich in vocabulary and grammar forms. Storybooks, to boot, that is to state, after positive concrete results in the signifier of games, competitions, quizzes, play, vocals, undertakings, book devising, coloring, etc. They besides develop kids ‘s larning schemes such as listening for general significance, foretelling, thinking significance, and speculating. Plus, they help kids to associate phantasy with the existent universe. Furthermore, most kids are familiar with most of the narratives, so thay work with familiar contexts when they work with narratives. Teachers can besides utilize image strip narratives where pupils are expected to re-tell a narrative by utilizing the ocular.

Once Multiple Intelligences Theory is understood, it can be applied

in instruction in a assortment of ways. There is no 1 definite manner through

which the theory can be applied in instruction. The theory is really flexible

and it can be adapted to the context in which it is applied. The theory can be performed in a broad scope of instructional contexts.

Using MI in direction agencies that pupils learn in different ways

and show their apprehension in many ways. Using paper and pencil

steps as traditional steps limits the pupils ‘ capacity to the

lingual accomplishments which they use in composing their replies.

Under the usage of MI-Based direction, the pupils are treated as

persons. The pupils ‘ endowments and involvements are non ignored because it

is non just to concentrate on some pupils and neglect others whose

capacities and endowments are non well-identified.

Traditionally, many larning contexts have been organized and many instructors have taught as if all scholars were the same. One of the most important progresss in instruction in the last decennaries of the 20th century has come from a considerable sum of research done in the country of acquisition manners which recognizes that the pupils in our schoolrooms have greatly different larning profiles.

Gardner ‘s research has shown that scholars of any topic will do greater advancement if they have the chance to utilize their countries of strength to get the hang the necessary stuff. He recommends that instructors use a broad assortment of ways to cover with the topic because “ echt apprehension is most likely to emerge and be evident to others… if people possess a figure of ways of stand foring cognition of a construct or accomplishment and can travel readily back and Forth among these signifiers ” ( Gardner, 1991: 13 ) .

A research has been done to happen whether there is a important difference between female and male pupils in footings of their types of intelligences.

Consequences show that intrapersonal, lingual, logical, and musical

intelligences were more common among females. Further analysis of group differences revealed a important difference between males and females merely in lingual intelligence.

Another research concerned the relationship between parents ‘

educational background and pupils ‘ intelligence types. One manner ANOVA trial did non uncover any differences between groups of pupils whose parents had different degrees of instruction.

Based on MIT intelligences are as tools that are mutable and trainable: “ while traditional intelligence trials are based on the impression that the general module of intelligence is an congenital property that does non alter over the clip, the MIT asserts that there are accomplishments cosmopolitan to human species, related to the civilization fostering that sphere and that develop harmonizing to experience, age and preparation ” ( Armstrong, Kennedy & A ; Coggins, 2002: 11 ) .

We know most persons are capable of larning a 2nd linguistic communication to some grade of competency, but some scholars are better equipped for the 2nd linguistic communication larning undertaking than others. An expert emphasizes that linguistic communication public presentation is memory and accessibility dependant ; in schoolroom linguistic communication larning MIT can supply a footing for developing more effectual communicators in the mark linguistic communication by assisting scholars to link with the acquisition activities and to trip lingual information stored in memory.

Students learn better if they like what they are larning and bask

it. It is difficult for pupils to larn without involvement. When pupils do non

like what they learn, they feel world-weary and tired even if they are able to

learn good and win in the concluding test. Therefore, it is better to make

an gratifying schoolroom ambiance in which pupils like what they learn

and bask it.

MI Theory is greatly required so as to cover with the different pupils who have different heads. It will affect all the pupils with their different personalities to hold more opportunity for larning and accomplishing success in malice of these differences that can non be considered.

Using MI theory in instruction involves utilizing it as a content of

direction and as a agency of conveying this content at the same clip.

This indicates that utilizing MI Theory can take many signifiers. The ultimate

end of any signifier in which the theory is used is to ease direction as

much as possible, and making all the pupils at the same clip.


In learning English, Multiple Intelligences-Based Direction can

be effectual in many ways ; the pupils are given many options and chances to show themselves in the English linguistic communication. Most of University instructors would be willing to take portion in the regular

seminars, workshops or talks where the latest tendencies in learning would be presented. Teachers at the simple and secondary schools are forced to their farther professional development and besides there are Methodology centres who on a regular basis organize the meetings and schoolings of those instructors. On the other manus, the University instructors have opportunity to run into each other at conferences and solve and discourse some of their jobs but still, many times they do non discourse the methodological analysis issues but their field jobs. The truth is that University instructors are still instructors, no affair that portion of their responsibilities is the scientific research in the peculiar Fieldss, chiefly they should be instructors. This means they should on a regular basis develop their cognition, accomplishments and abilities in this field every bit good. Howard Gardner ‘s theory of multiple intelligences makes pedagogues question their work and promote them look beyond the narrow confines of the dominant discourses of the four accomplishments development ( reading, composing, listening and talking ) . The instructors have

to make their best in order to develop the stuffs in a manner that makes them

appropriate to turn to the pupils ‘ multiple intelligences.