The Application of Multiple Intelligences Theory in Task-based Language Teaching

Hong-lin, Zhu

doi:10.4304/tpls.1.4.408-412

Cited by 7 publications

(2 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Arnold and Fonseca (2004) assert that different aspects of second language acquisition such as reading comprehension and vocabulary recall (Sadoski, Goetz & Fritz, 1993) are mediated by multiple ways of meaning-making stimulated by different tasks related to different intelligences. This makes up the theoretical suggestion for applying MI theory to TBLT (Zhu, 2011). Central to many of the MI-based proposals for SLA is the affective responses associated with language learning activities that call upon each type of multiple intelligences.…”

Section: The Role Of Affect In Slamentioning

confidence: 98%

The Effect of Task-Related Emotional and Cognitive Involvement on Incidental Acquisition of Second Language Vocabulary

Rahimpour

Ajideh

Amini

et al. 2013

IJALEL

View full text Add to dashboard Cite

Both cognition and affect have been proven to have a significant role in instructed second language acquisition. Unlike cognitive processes, the affective processes in language learning have not received due attention in the research on taskbased language teaching. The effect of task-related emotional state on learning achievements resulting from task engagement is an almost unexplored area. The study reported here investigated the effect of emotional involvement as compared to cognitive involvement both applied to the pre-task phase of a reading-while-listening focused task on lexical acquisition as a result of engagement with the task. Emotional involvement was operationalized as a video clip shown before the main task which elicited positive affect. MANCOVA statistics indicated that both emotional and cognitive involvements had an enhancing effect on short-term retention and ease of activation of vocabulary. However, the enhancing effect was not observed for long-term acquisition. The findings imply pedagogical suggestions for taskbased vocabulary teaching.

show abstract

Section: The Role Of Affect In Slamentioning

confidence: 98%

The Effect of Task-Related Emotional and Cognitive Involvement on Incidental Acquisition of Second Language Vocabulary

Rahimpour

Ajideh

Amini

et al. 2013

IJALEL

View full text Add to dashboard Cite

show abstract

“…MIbased teaching approach combines English language instruction into intelligence development and follows the bidirectional goal of English learning and activation of all types of intelligences. In this way, the development of students' language skills goes hand in hand with the enhancement of multiple intelligences (Zhu, 2011). The following practical steps are useful in practice: applying suitable instruments to evaluate students' intelligences (Armstrong, 1994;Teele, 1992); developing English-language learning groups in which students can engage to improve their strengths and compensate for each other's shortcomings (Moran et al, 2006); combining intelligences according to a variety of contents; and using tasks that stimulate the use of multi-intelligences in group learning.…”

Section: Literature Reviewmentioning

confidence: 99%

The Implementation of a Multiple Intelligences Teaching Approach: Classroom engagement and physically disabled learners

et al. 2021

View full text Add to dashboard Cite

The present mixed-methods classroom-based study investigated whether the provision of multiple intelligences teaching approach to physically disabled learners could contribute to activating multiple intelligences and have a positive impact on their classroom engagement. To address this issue, three intact classes of 10 Iranian physically disabled learners participated in this study. In so doing, the study utilized an experimental design with 10 participants in the control group and 20 participants in two experimental groups. Drawing on quantitative and qualitative analysis, the results indicate that, over six months, the use of the multiple intelligences teaching approach contributed to a significant improvement in the learners' multiple intelligences. The implementation was also successful in raising the learners' classroom engagement. Further, comparing the first language (Persian) & second language (English) multiple intelligences-based instruction, L2 (English) multiple intelligences-based instruction was more effective in fostering physically disabled learners' multiple intelligences and classroom engagement.

show abstract

Multiple Intelligences

Luo

2018

The TESOL Encyclopedia of English Language Teaching

View full text Add to dashboard Cite

This entry introduces the theory of multiple intelligences (MI), research related to MI, and pedagogical implications of MI. MI is composed of specific competences to solve problems. It consists, namely, of eight intelligences: verbal–linguistic, logical–mathematical, musical–rhythmic, visual–spatial, bodily–kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences. There are four features of MI: integrativeness, independence, practicality, and development. Despite some criticism of MI for aspects such as subjectivity, problematic definition, and lack of empirical research, this theory has been applied to instruction. In fact MI‐based English teaching is used to integrate the learning of English into intelligence building and to achieve the dual aim of English acquisition and enhancement of all intelligences. As part of MI education, MI‐based evaluation can also serve as an alternative for providing different assessment strategies in order to help students further improve their scholastic achievements.

show abstract

The Application of Multiple Intelligences Theory in Task-based Language Teaching

Cited by 7 publications

References 4 publications

The Effect of Task-Related Emotional and Cognitive Involvement on Incidental Acquisition of Second Language Vocabulary

The Effect of Task-Related Emotional and Cognitive Involvement on Incidental Acquisition of Second Language Vocabulary

The Implementation of a Multiple Intelligences Teaching Approach: Classroom engagement and physically disabled learners

Multiple Intelligences

Contact Info

Product

Resources

About