چکیده:
This study aimed to investigate the relationship between intelligence and learning English in general, and learning grammar and reading comprehension in particular. Participants were teenage Iranian learners from Kerman high schools in second grade. The tests were administered at the end of the year to two mixed classes of 60 learners whose ages ranged from 15 to 19. Standardized tests were employed to assess learners' performance in reading comprehension, grammar and intelligence (both verbal and nonverbal). The correlation between the two variables was determined through Pearson Product-Moment Correlation Coefficient. Results of the investigation showed that unlike first language acquisition, there was a positive correlation between verbal and nonverbal intelligence and learners' English language development. Data analysis showed that the relationship between intelligence scores and those of comprehension and grammar scores was significant across all the groups. The results of this research prove that intelligence is one of the important factors in acquisition of English as a foreign language, but it is not the only factor.
خلاصه ماشینی:
Over the years, many studies using a variety of intelligence tests and different methods of assessing language learning have found that IQ scores were a good means of predicting success in second language learners.
For example, in a study with French immersion students in Canada, it was found that, while intelligence was related to the development of French as second language reading, grammar, and vocabulary, it was unrelated to oral productive skills (Genesee, 1976).
In other words, it is believed that factors such as intelligence, aptitude, left/right lateralization, affective factors, personality, type of instruction, age and social environment influence foreign language learning, but the degree and extent of them is not specified.
3. Is there any relationship between intelligence and learning the grammar of English as a foreign language?
Methodology</H2> In order to investigate the above questions, a test of general intelligence and an achievement test of English as the foreign language were administered to 60 participants.
Then, the scores obtained on the tests were compared to each other to answer the mentioned questions and see whether there was any relationship between cognitive abilities and learning English.
Results</H2> To answer the research question concerning the relationship between intelligence and foreign language achievement, correlation coefficient was calculated between intelligence scores and English test scores of the participants through Pearson Product-Moment Correlation Coefficient.
Discussion</H2> The results of this study show that there is a weak positive relationship between intelligence and foreign language achievement in general, and learning reading comprehension and grammar in particular.