Language Sustainability and the Theory of Multiple Intelligences
A student’s level of achievement is not solely influenced by the way he/she is taught, but by a nest of correlations, resulting in each individual being influenced by an immediate and a proximal environment. The human capability to act effectively in a nest of correlations constitutes the modern def...
שמור ב:
| הוצא לאור ב: | URI:https://journals.openedition.org/apliut, |
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| מחבר ראשי: | |
| פורמט: | Article ou chapitre numérique |
| שפה: | Anglais |
| יצא לאור: |
Recherche et pratiques pédagogiques en langues
2016
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| גישה מקוונת: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| סיכום: | A student’s level of achievement is not solely influenced by the way he/she is taught, but by a nest of correlations, resulting in each individual being influenced by an immediate and a proximal environment. The human capability to act effectively in a nest of correlations constitutes the modern definition of intelligence (Barrington 2007: 423) and precisely Gardner’s Multiple Intelligences Theory (MIT). This article reflects on the results of a pilot study, carried out to investigate whether there is a relationship between MIT and language sustainability among learners taking an English course. 220 second-year science students were randomly chosen for two experimental groups (MIT-based teaching) and a control group (teaching based on their textbook). The main results showed a statistically significant difference between students’ continuous assessment marks. Also, the results of students’ final exam showed a statistically significant difference between the experimental and control groups. |
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