چکیده:
Following innovations in intelligence and its radical changes
from a unitary concept (IQ) to a multi-dimensional
conceptualization, i.e. multiple intelligences and the need to
design classroom activities based on the L2 learners’ cognitive
styles, this study examined the impact of linguistic intelligence
and emotional intelligence on the reading comprehension
ability of the Iranian EFL learners. Data was gathered
through two questionnaires and a reading test and analyzed
through two-way ANOVA and Multiple Regression. The
results revealed that the students with a high level of linguistic
intelligence showed a higher reading ability than those with a
lower level of linguistic intelligence. The results, however,
showed no significant difference among the students with
different degrees of emotional intelligence. Moreover, the
results indicated that linguistic intelligence is a relatively
strong predictor of reading performance, accounting for more
than 40% of the variance observed in the students’
performance on the reading comprehension test.
خلاصه ماشینی:
"There is a large volume of published studies investigating the effect of different variables (strategies, reader, task, attitude, learning style, vocabulary knowledge) on reading comprehension in Iran (See, for instance, Yazdani Gharehaghaj, 2000; Karami, 2000; Abbasi,1995; Nikpour,1994).
Theoretically speaking, LI has been assumed to be the most important domain of intelligence contributing to reading comprehension performance because it deals with the ability to manipulate different components of language including syntax, phonology, and the semantics or meaning of language (Armstrong, 2003).
The results, with respect to the effect of LI, are in line with those of Shearer (2006) in that he found significant differences among the reading performances of the students with different levels of four intelligence domains, including LI (p.
7. Conclusions and Implications The results of the present study indicated that while LI influences the reading comprehension performance of Iranian EFL learners and is a relatively strong predictor of this skill, EI does not have any impact on the students’ reading performance.
As the results of the present study indicate, there are differences between the reading abilities of the students with different levels of intelligence (LI and ‘utilization of emotion in problem solving’).
In addition, as the findings showed, the students’ LI influenced their reading performance, while their EI did not; the results, moreover, showed a very low correlation between the two, implying that the same students with a high level of LI were not necessarily more emotionally intelligent."