Are Prospective English Teachers Linguistically Intelligent?

Autor/in	Tezel, Kadir Vefa
Titel	Are Prospective English Teachers Linguistically Intelligent?
Quelle	In: International Journal of Higher Education, 6 (2017) 5, S.88-94 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Language Aptitude; Scores; Selection Criteria; Multiple Intelligences; High Schools; Gender Differences; English (Second Language); Second Language Learning; Second Language Instruction; Preservice Teachers; Institutional Characteristics; Language Teachers; Teacher Education; Foreign Countries; Measures (Individuals); Correlation; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Sprachbegabung; Spracheignung; Selection criterion; Auslesekriterium; Intelligenz (Psy); High school; Oberschule; Geschlechterkonflikt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerausbildung; Lehrerbildung; Ausland; Messdaten; Korrelation; Statistische Analyse; Türkei
Abstract	Language is normally associated with linguistic capabilities of individuals. In the theory of multiple intelligences, language is considered to be related primarily to linguistic intelligence. Using the theory of Multiple Intelligences as its starting point, this descriptive survey study investigated to what extent prospective English teachers' high school education contributed to the development of linguistic intelligence which is essential for language teachers. The data were collected, using the Teele Inventory of Multiple Intelligences. The results showed that of the seven intelligences in the inventory, linguistic intelligence was not the most dominant intelligence of the participants. Variables such as the type of high school the students graduated from, the number of years of English learning, and gender did not have any effect on the linguistic intelligence scores of prospective English teachers either. The findings indicate that a change in the criteria of selection needs to be made in admitting prospective language teachers to universities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01