On the Relationship between Multiple Intelligences and Language Proficiency.

Abstract

_________________ The intent of the present study was to examine the strength of the relationship between language proficiency in English and the 9 types of intelligences. As such, the objectives of this study were three-folded. The primary objective of the study was to investigate the relationship between multiple intelligences and language proficiency among the Iranian Ph.D candidates who participated in Shiraz University Ph.D Entrance Exam. The second objective of the study was to explore whether one of the types or a combination of intelligences are predictors of language proficiency. Finally, the study aims at investigating the effect of sex on language proficiency and types of intelligences. To fulfill this objective, a 100-item language proficiency test and a 90-item multiple intelligences questionnaire were distributed among 278 male and female Iranians taking part in the Ph.D Entrance exam to Shiraz University. The data gathered were analyzed descriptively utilizing central tendency measures (mean and standard deviation). Moreover, the collected data were analyzed inferentially using correlation, regression analysis and independent t-test. The results indicated that there is not a significant relationship between language proficiency and the combination of intelligences in general and the types of intelligences in particular. Similarly, the results revealed no significant difference between male and female participants regarding language proficiency and types of intelligences. Moreover, none of the types was diagnosed as the predictor for language proficiency. The results of this investigation point to no significant relationship between multiple intelligences and English language proficiency in the Iranian context. Clearly, the results are local not universal. __________________ Introduction Despite the fact that the notion of general had long been broadly accepted by psychologists, it was replaced by multiple intelligences theory proposed by Gardner (1983). Gardner (1983, p.81) defines intelligence as the ability to solve problems or to create fashion products that are valued within one or more cultural settings. This definition challenged the traditional psychological view of as a single capacity that drives logical and mathematical thought. In the same direction, Gardner (1993) described as a bio-psychological potential that could be influenced by experience, culture, and motivational factors. He defined as the ability to solve problems and to fashion products that are culturally valued. Gardner’s theory (1993) proposes different and autonomous capacities that result in many different ways of knowing, understanding, and learning about the world to have a

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