Revising Vocabulary through Multiple Intelligences HTL June (original) (raw)
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Learner Autonomy and Multiple Intelligences in Vocabulary Learning: A Student-centred Project
Creativity and Innovation in Language Education, 2013
Howard Gardner’s theory on Multiple Intelligences (Frames of Mind: The Theory of Multiple Intelligences, 1983) challenged the traditional notion of intelligence and opened up a whole new world of possibilities in education by exploiting the different potentials individuals have. Both teaching and learning benefit from the stimulation and activation of these different intelligences, but it is often a case of how to do it. Although teachers do feel that a textbook needs to be integrated, time constraints and habit often limit their activities or teaching style. It is also true that they might feel intimidated by what incorporating Multiple Intelligences in their teaching means. The advantages of making the effort include increased students’ motivation, better academic results, and in the long run less work for the teacher. In this paper the focus is on learning vocabulary, and how different simple activities address different intelligences. The first issue is what learning a word means (meaning, spelling, pronunciation, register, etc.). It then moves on to showing how the students’ own imagination can be triggered to revise and record vocabulary, and subsequently teach each other different ways of organising their own vocabulary notebooks to make their learning more efficient. Raising the students’ awareness of their own learning style and the way other people learn will not only help their own learning in general, but also make them more sensitive to themselves and others, thus developing their interpersonal and intrapersonal intelligences. This will indirectly improve communication itself, which is what language is ultimately all about.
India having a multi-lingual society, gives every language its own privileges and positions. English as an official and second language has also a vital role in making classrooms active in educational institutions and universities as well, by using it as a powerful tool for teaching subjects which was introduced by Britishers from the very beginning, as a part of modernization. Classes are meant for clashes of the various minds, where students having different strengths and cognitive thinking come together. For instance, some students are better visual learners than aural learners, they learn better when they are able to read new materials than to listen to it. Here the mode of instruction, methods and techniques have very significant role in making teaching effective. Related work by psychologist Howard Gardner (1983) on multiple intelligences has been influential in language teaching circles. Teachers who recognize the multiple intelligences of the students acknowledge that students bring with them specific and unique strengths, which are often not taken into account in classroom situations. Gardener has developed some theories and techniques in order to facilitate language acquisition among diverse students easily. According to him there are seven distinct intelligences but not sure everyone might possess these seven intelligences or if, it may not be equally developed in every individual. In this paper what I want to do, is to identify and categorize which activities are beneficial or not, by being aware of which type of intelligence is being trapped by a particular activity, teachers can keep track of which type they are emphasizing or neglecting in the classroom and aim for a different representation if they so choose and it is my very concern to focus on major contributions that had been made for solving the irregularities in multiple intelligence classrooms which facilitates to teach language effectively.
New Words, New Worlds: A Multiple Intelligences Approach to Vocabulary Teaching
Verbal reasoning is intimately linked with reading comprehension. Perhaps the greatest predictor for reading comprehension is vocabulary size. Vocabulary is so vital that a 3rd grade student whose individual lexicon lags behind will struggle throughout their academic career. Vocabulary must be taught, but not every student learns vocabulary words in the same way. A cognitive pluralism approach would be that students learn to manipulate and gain meaning from symbols in different ways, via multiple intelligences. This is supported by research that gives evidence that multiple approaches to teaching vocabulary are most effective. Therefore multiple approaches and multiple opportunities to think must play a part in enriching vocabulary, thereby strengthening reading comprehension and verbal reasoning.
The Theoretical Review and Practice of Multiple Intelligences in English Language Teaching
LEARN Journal: Language Education and Acquisition Research Network, 2024
Learner diversity has been identified as a barrier to language learning and teaching. The purpose of this article was to conduct an analysis of the implementation of Multiple Intelligences (MI) theory in the field of English language teaching. MI theory, as introduced by Howard Gardner (1983), offers a new concept of intelligence, one that has led to a profound questioning of what we call "intelligence.". As a result, he proposed an alternative view of intelligence that can be incorporated into the range of abilities, as well as the existence of nine intelligences that are distinct from one another. Several studies have explored the incorporation of MI theory in the realm of language teaching since it provides instructors with a variety of teaching strategies and enhances their ability to design teaching methods to better meet learners’ expectations. Moreover, it recommends multiple testing methods based on all the proposed intelligences to evaluate students’ learning, as not all intelligences can be measured using standardized tests. To implement the theory into pedagogical practice, educators should be cautious when it comes to truly understanding the theory and also be prepared to create a variety of teaching techniques in order to engage all intelligences.
Open to interpretation: multiple intelligences teaching approaches in English for Specific Purposes
This paper analyses Multiple IntelligencesTeaching Approach (MITA) in English for Specific Purposes (ESP) course in higher education. This holistic teaching method creates new ways of engaging students to achieve maximum performance in class and to leverage their knowledge. Authors discuss how this approach helps teachers to understand students’ intelligence and have a greater appreciation of their strengths, how it helps students to learn English for Specific Purposes in authentic learning situations and increase exam achievements. Reflecting on the five stages of Multiple Intelligences Teaching Approach, the authors state that this approach provides numerous opportunities for students to increase their motivation and optimal brain potential to develop the eight intelligences or the eight ways to learning a foreign language, in this case English.
MULTIPLE INTELLIGENCES APPROACH IN COMMUNICATIVE LANGUAGE TEACHING
Abstract Multiple Intelligences Approach is one of the teaching Methods that is adapted from the psychological theory by Howard Gardner, who found and developed MI as the new Paradigm in Intelligence. Multiple Intelligences Strategy gives teachers the chance to discover, value and enhance the talents of all learners through eight different intelligences that they have. The MI Teaching Strategies cover the eight items; Linguistic Strategy, Logical/ Mathematical Strategy, Visual/Spatial Strategy, Bodily/Kinesthetic Strategy, Musical Strategy, Interpersonal Strategy, Intrapersonal Strategy, and Naturalist Strategy. Communicative Language teaching is the best approach that accommodates MI into the language teaching techniques in the classroom activities. Communicative language teaching put more emphasizes on the use of language as a real, meaningful, interactive, and collaborative communication, since communicative competence is the goal of language teaching. Through the four language skills both, productive skills (speaking and writing) and receptive skills (reading and listening) Multiple Intelligences approach can be applied in the teaching learning activities in the classroom. This paper will describe how the classroom activities in the communicative language teaching apply the MI strategies. It is hoped that by facilitating the students’ Multiple Intelligences, student will learn better and easier in the classroom through the expertise of intelligences that each learner possessed. Teachers are also demanded to be creative and innovative in creating and applying teaching techniques that suitable with the variety of intelligences that the students have. Teachers have to be facilitators and monitors in the language classroom and control the classroom activities to be more real and meaningful through the eight MI strategies
Implementing the Theory of Multiple Intelligences in Teaching English as a Foreign Language
2021
This study aims at evaluating the use of Multiple Intelligences theory for teaching in order to bridge the gap between the theory and practice in the Algerian educational context. It seeks to explore the teachers' perspectives regarding this theory through interviewing teachers of English as a Foreign Language from the universities of Batna and Oum el Bouaghi. An interview with 20 teachers from both universities was conducted to collect the needed data. The interview revealed the teachers' positive attitude towards using the theory to improve education, and provided us with tangible methods of implementing the theory in teaching for better results. It also showed the barriers that the theory faces in the Algerian context such as the lack of technological expertise and equipment. Thus, we stated promising solutions to the issues we found. In order to implement the theory at hand, we must urge the instructors, syllabus designers and administration managers to reconsider teaching beneath a new light where this method is taken into consideration to cater for all kinds of learners.