چکیده:
The second half of the twentieth century can be called the age of individualization when individual values and differences are recognized and respected. Intelligence is among the various aspects of individual differences which affect education and language learning. As such, the present study aimed at investigating the relationship between Multiple Intelligence and Reading Comprehension Abilities of Iranian EFL learners. For the purpose of study, 117 senior English students were randomly selected. After administering two types of instruments including MIDAS Adults (Shearer, 1996) and Reading Comprehension Section of TOEFL (2005, Longman), the data were collected and analyzed. The results indicated that all types of the learners’ MI profile have significant relationship with the reading comprehension scores and the Verbal-Linguistic Intelligence is the most significant predictor of the learners’ reading comprehension abilities, while Visual-Spatial and Interpersonal Intelligences are the second and third predictors of the learners’ reading comprehension respectively. Furthermore, Intrapersonal and Kinesthetic Intelligences could not predict the reading comprehension of the learners.
خلاصه ماشینی:
Multiple Intelligence and EFL Learners' Reading Comprehension* Amir Reza Nemat Tabrizi** Assistant Professor, Department of English Language, Payame Noor University The second half of the twentieth century can be called the age of individualization when individual values and differences are recognized and respected.
As such, the present study aimed at investigating the relationship between Multiple Intelligence and Reading Comprehension Abilities of Iranian EFL learners.
Hence, to come up with the satisfactorily results, the researcher formulated the following null hypotheses: H01: There is no relationship between Iranian EFL learners' MI profiles and their reading comprehension abilities.
000 As illustrated in table 5, there was a significant relationship between Iranian EFL learners' verbal and Linguistic Intelligence and their reading comprehension abilities (r (115) = .
By table 6, it is indicated that there was a significant relationship between Iranian EFL learners' Interpersonal Intelligence and their reading comprehension abilities (r (115) = .
As indicated in table 8, there was a significant relationship between Iranian EFL learners' musical Intelligence and their reading comprehension abilities (r (115) = .
The results of table 10 assumes that there was a significant relationship between Iranian EFL learners' Visual-Spatial Intelligence and their reading comprehension abilities (r (115) = .
000 The results of table 11 approves that there was a significant relationship between Iranian EFL learners' Naturalistic Intelligence and their reading comprehension abilities (r (115) = .
Moreover, the results indicate that all of the intelligence types including Logical-Mathematical, Verbal-Linguistic, Interpersonal, Intrapersonal, Musical-rhythmic, Bodily-Kinesthetic, Visual-Spatial, Naturalistic Intelligence are significantly correlated with the Iranian EFL learners’ reading comprehension.