Multiple Intelligences Theory and Foreign Language Education: Perspectives of College Students in a German Immersion Program

Autor/in	Weber-Segler, Ellen
Titel	Multiple Intelligences Theory and Foreign Language Education: Perspectives of College Students in a German Immersion Program
Quelle	(2013), (180 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-5873-0
Schlagwörter	Hochschulschrift; Dissertation; Qualitative Research; Multiple Intelligences; Second Language Learning; Second Language Instruction; Learning Theories; Cognitive Style; Immersion Programs; College Students; Student Attitudes; German; Liberal Arts; Interviews; Observation; Learner Engagement; Teaching Methods; Creative Teaching; Course Content + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Intelligenz (Psy); Zweitsprachenerwerb; Fremdsprachenunterricht; Learning theory; Lerntheorie; Cognitive styles; Kognitiver Stil; Immersionsprogramm; Collegestudent; Schülerverhalten; Deutscher; Interviewing; Interviewtechnik; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Creative thinking; Teaching; Kreatives Denken; Unterricht; Kursprogramm
Abstract	The purpose of this qualitative research study was to explore and comprehend the role of Howard Gardner's theory of multiple intelligences (MI) in foreign language learning by analyzing the perspectives of college students in a German immersion program at a liberal arts college in the Midwest. Data collection included 10 in-depth student interviews, 4 classroom observations, and interview data gathered from the teacher of the course. The research results of this study indicated that the integration of MI into foreign language instruction was perceived as both beneficial and enjoyable by students, who valued the opportunities to engage different intelligences during instruction. The results also indicated that the integration of MI supported student engagement with historical and cultural content associated with the language. The findings of this study support the integration of MI into foreign language teaching, and highlight the benefits of eclectic, effective, and creative approaches to teaching a foreign or second language. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01