Learning Languages: Theory of Multiple Intelligences

Learning a second language (L2) is a long and complicated undertaking. “Your whole person is affected as you struggle to reach beyond the confines of your first language, a new culture, a new way of thinking, feeling, and acting” (Brown, 2007, p. 1). “Success in learning L2 depends on a variety of factors, such as methodology, L2 teacher, textbooks, and individual characteristics of L2 learners” (Schmitt, 2002, p. 161). As a matter of fact, the type of methodology depends on the types of learning each L2 student can learn by which as best as possible. In traditional classrooms, L2 teachers stand in front of L2 students, have a lecture, write something on the board, and ask L2 learners some questions about written points on the board or wait as L2 students finish the written work (Stanford, 2003). These days, L2 teachers prefer different teaching or learning styles. Additionally, L2 learners are bored with traditional methods (Knowles, 1980; McCarthy, 2000; Merriam & Caffarella, 1992; Sternberg, 1997).

As mentioned above, L2 teachers around the world try varieties of methods to keep their L2 students’ spirits up in L2 class and motivate them to learn better. Critical thinking is no doubt known as a method that can make L2 learners think creatively and helps L2 teachers provide L2 learners with appropriate activities which lead to developing their judgment, evaluation, and problem-solving abilities. Not only do learners learn but also, they are intrigued by the information they receive (Harpaz, 2007). In fact, all scholars, employers, and society believe that critical thinking should be developed (Brookfield, 1987; Davis & Botkin, 1995; Halpern, 1993; Kerka, 1992; Sternberg, 1985). Arum and Roska (2011) indicated that developing the ability of L2 learners to be critical thinkers is a very essential aim of education. According to Brookfield (1987), to survive in the information age, scholars and employers concluded that people should ask questions, create new approaches to solve problems, link new knowledge with the information currently accessible to individuals, and use their knowledge and skills of reasoning throughout new situations. In addition, the significance of critical thinking is evident to both L2 teachers and L2 learners. Actually, critical thinking is a matter of both of them. Critical thinking is a good thing about L2 learners’ success; therefore, critical thinking can be expressed that lack of critical thinking ability as a necessary skill in education might cause a mismatch between what L2 learners acquire and what L2 instructors need (Yuksel & Alc, 2012).

L2 students need to improve their oral skills to ensure effective communication. They usually appreciate their ability to speak at first glance. It is often considered a challenging and stressful activity to teach and learn. Whereas speech is an important skill, it is often overlooked (Thornbury, 2007). According to L2 scholars, the most fundamental part of an EFL course is speaking skills. For most people, the ability to speak L2 is associated with learning L2 because speech is the most fundamental means for human communication (Folse, 2006). Many L2 students attend L2 classes to promote their ability to speak with the improvement of technology and the need for interaction in the community. (Malmir & Shoorcheh, 2012).

As a matter of fact, speaking skills among L2 students can be substantially boosted by applying and conducting critical thinking skills. L2 speakers try to be dynamic in speaking skills and challenging circumstances, they try to understand and make a decision (Malmir & Shoorcheh, 2012). The feedback of critical thinkers may be very useful for L2 learners to have a better understanding and make a linking between different opinions, to conclude, and finally successful international communication (Malmir & Shoorcheh, 2012).

Regarding multiple intelligence, Gardner (1983) believes that intelligence is multiple intelligence rather than a single ability. Furthermore, according to Gardner (2004), everybody’s type of learning is different and they learn in different ways. In addition, Gardner (2004) describes three distinct intelligence uses including, no one has precisely the same intelligence profile, the way a person does a task is completely different, and multiple intelligence is the property for all individuals. As indicated by Armstrong (1994), multiple intelligence is a door for an incredible number of teaching strategies that may be effectively applied in the L2 classroom. Besides, multiple intelligence helps L2 educators to utilize current teaching strategies by using various activities.

Moreover, Chapman (1993) recommends an extraordinary number of suggestions to Gardner’s (1983) theory of multiple intelligence which matches the L2 learners’ levels. A portion of these suggestions are whereas at least one intelligence is strengthened in each person, other intelligence is weaker which may cause distress. Chapman (1993) additionally asserts that weaknesses in each person can be strengthened with practice.

In fact, Gardner (1983) proposes eight different bits of intelligence to account for a broader range of human potential in children and adults. These intelligence are

1. Verbal-Linguistic Intelligence: “The ability to use language in special and creative ways, which is something lawyers, writers, editors, and interpreters are strong in. This intelligence will help L2 students to be more effective in communicating” (Smith, 2002, 2008, P. 4). In fact, the L2 learning activities for this type of intelligence could be lectures, L2 student speeches, storytelling, journal keeping, and small or large group discussions (Richards & Rodgers, 2014).

2. Logical-Mathematical Intelligence: “The people who have this type of intelligence can think rationally, often found with doctors, engineers, programmers, and scientists” (Richards & Rodgers, 2014, p. 231).

“This intelligence is the ability to analyze problems logically, conduct mathematical operations, and investigate problems scientifically” (Smith, 2002, 2008, P. 4). The L2 learning activities considered efficient are logical sequential presentations, logic problems, and puzzles (Richards & Rodgers, 2014).

3. Musical Intelligence: “Musical intelligence is the ability to recognize musical tones, pitches, and rhythms” (Smith, 2002, 2008, P. 4). Moreover, musical intelligence is described as having a good ear for music, as is strong in singers and composers; therefore, the appropriate L2 activities for who would like to learn languages are group singing, playing live music, guitar or piano, and student-made instruments (Richards & Rodgers, 2014).

4. Bodily-Kinesthetic Intelligence: Body kinesthetic learning style refers to the ability of a person to physically process data through the creation, control of the hand and body, and articulation. Also, bodily-kinesthetic intelligence is referred to as visual learning or tactile-kinesthetic learning (Gardner, 2004). The L2 learning activities for this type of intelligence are creative movement, hands-on activities, miming, and field trips (Richards & Rodgers, 2014).

5. Visual-Spatial Intelligence: Visual spatial intelligence has a good sense of space and direction. Tyler and Loventhal (2011) indicated that “this intelligence can look at a single object from many angles and can easily view the object” (as cited in Zobisch, Swanson, & Platine, 2015, p. 160). According to Tyler and Loventhal (2011), “the ability to accurately perceive the visual-spatial world (e.g., as a hunter, scout, or guide) and transform those perceptions (e.g., as an interior designer, architect, artist, or inventor)” (P. 2).

6. Interpersonal-Intelligence: Interpersonal intelligence is the ability to see and make differentiations in the states of mind, goals, and feelings of other people (Tyler & Loventhal, 2011). “This intelligence enables an individual to work effectively with other individuals. Salesmen, religious and political leaders and counselors all need a well-developed interpersonal intelligence” (Smith, 2002, 2008, P. 5). According to Teele (2000), interpersonal-intelligent people are friendly and are active in social activities. These people actually prefer cooperative learning, information exchange, and team study (Gardner, 2004). Board games, group brainstorming, cooperative groups, and pair work are L2 activities that can be used in EFL classrooms for this intelligence (Richards & Rodgers, 2014).

7. Intrapersonal-Intelligence: Intrapersonal-intelligence is another term for self-awareness or introspection. People with high intrapersonal intelligence understand their thoughts, motives, values, and priorities (Gardner, 1983). Furthermore, “they can apply one’s talent successfully, which leads to happy and well-adjusted people in all areas of life” (Richards & Rodgers, 2014, p. 231). L2 learning activities for this intelligence include individual projects, independent student work, and reflective learning (Richards & Rodgers, 2014).