EFL Learners' Self-Perceived Strategy Use across Various Intelligence Types: A Case Study

Autor/inn/en	Tahriri, Abdorreza; Divsar, Hoda
Titel	EFL Learners' Self-Perceived Strategy Use across Various Intelligence Types: A Case Study
Quelle	In: Journal of Pan-Pacific Association of Applied Linguistics, 15 (2011) 1, S.115-138 (24 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1345-8353
Schlagwörter	Majors (Students); Language Usage; Multiple Intelligences; Learning Strategies; Metacognition; Case Studies; Teaching Methods; Second Language Learning; Foreign Countries; Visual Perception; Spatial Ability; Verbal Ability; Measures (Individuals); Music; Second Language Instruction; English (Second Language); College Students; Iran; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Sprachgebrauch; Intelligenz (Psy); Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Ausland; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Mündliche Leistung; Messdaten; Musik; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent
Abstract	Increasing attention paid to learner-centered pedagogy in recent years has highlighted the examination of intelligence and language learning strategies (LLSs) among others. This study explores EFL learners' perceived use of language learning strategies across various intelligence types as reflected in Gardner's 1983 Multiple Intelligences Theory. Ninety BA Junior English majors studying at Islamic Azad University of Rasht participated in the present study. Two self-reported inventories, Multiple Intelligences Survey (Armstrong, 1993) and Strategy Inventory for Language Learning (SILL) (ESL/EFL Version) developed by Oxford (1990), were utilized to determine the participants' intelligence profile and their perceived strategy use. The findings of the study revealed that intelligence did not significantly affect the overall strategy use of the participants. All types of intelligence fell within the "medium" user of LLSs. However, participants of verbal linguistic type were found to be higher in terms of their strategy use and visual-spatial students were the lowest strategy users overall. In addition, participants of verbal-linguistic type were found to be higher users of cognitive strategies. In terms of metacognitive strategies, verbal-linguistic, bodily-kinesthetic, interpersonal, intrapersonal and naturalist were found to be higher than logical-mathematical, visual-spatial and musical-rhythmic types. Visual-spatial learners were also found to be lower in terms of their use of social strategies. The conclusions of the study along with related pedagogical implications are explained. (Contains 3 tables.) (As Provided).
Anmerkungen	Pan-Pacific Association of Applied Linguistics. Department of English, Namseoul University, 21 Maeju-ri, Seonghwan-eup, Cheonan-city, Choongnam, Korea 330-707. Tel: +82-2-3290-1995; e-mail: paalkorea@yahoo.co.kr; Web site: http://www.paal.kr/journal/journal.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10