On the Relationship between Multiple Intelligences, Vocabulary Learning Knowledge and Vocabulary Learning Strategies among the Iranian EFL Learners

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Title

On the Relationship  between Multiple Intelligences, Vocabulary Learning Knowledge and Vocabulary Learning Strategies among the Iranian EFL Learners

Authors

S.A. Razmjoo,  R. Sahragard,  & M. Sadri.

 

Bio Data:

Seyyed Ayatollah Razmjoo is assistant professor in the Department of Foreign Languages and Linguistics at Shiraz University, Shiraz. His areas of interest are Testing, Research, Materials Development and Teaching Methodology.

Rahman Sahragard is assistant professor in Applied Linguistics. Department of Foreign Languages and Linguistics at Shiraz University, Shiraz, Iran. He teaches Sociolinguistics, Discourse Analysis, Pragmatics, Research Methods, and Materials Development at postgraduate level.

Maryam Sadri is an MA student in TEFL. She got her MA from Shiraz Azad University. She is teaching general English courses in Azad and payam-e-nour universities.

Abstract

The present study aimed at identifying the relationship between multiple intelligences (MI), vocabulary learning knowledge and vocabulary learning strategies among the Iranian EFL learners. The participants were senior students at Shiraz Azad University majoring in English Language Teaching. More specifically answers to the following research questions were sought: Is there any relationship between MI and vocabulary learning knowledge (vocabulary breadth) among the Iranian EFL learners? Which type of intelligence or combination of intelligences is the best predictor of vocabulary learning knowledge? Is there any relationship between types of strategies and the MI types? To this end, three kinds of instruments were used in this study: Nation’s Levels Tests (2001), Schmitt’s vocabulary learning strategies (1997) and an MI questionnaire whose construct validity was checked through principal factor analysis. The data were analyzed both descriptively inferentially. The findings of the study revealed that there is a relationship between MI and vocabulary learning knowledge. Furthermore, among different domains of intelligence, linguistic and natural intelligences make statistically significant contribution to the prediction of vocabulary learning knowledge. Moreover, stepwise multiple regression analysis confirmed the same finding. Concerning the relationship between MI and vocabulary strategies, the results indicate that among 5 categories of strategies, determination, social and memory strategies have a significant relationship with several domains of MI. Seemingly, the results are context-bound not universal.

Key Words: Vocabulary learning knowledge; Vocabulary breadth, Vocabulary learning Strategies; Multiple intelligences; Linguistic, Spatial, Logical, Musical, Bodily, Interpersonal, Intrapersonal, Naturalistic, Existential intelligences  

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Category: 2009