خلاصة:
This study examined the effect of Multiple Intelligence-based Focus on Form on
enabling EFL learners to develop both the grammatical knowledge of the target
structures (simple present and present progressive) and the ability to use it in
written language context. Three different treatments were employed in three
experimental groups: Multiple Intelligence-based Focus on Form (MI-FoF) focused
on form, meaning, and use, along with learners' strengths and interests in language
learning; Focus on Form (FoF) focused on form, meaning, and use; Focus on
Meaning (FoM) focused on meaning. The control group, Focus on FormS (Fs),
focused on explicit grammar instruction. In an intact group design, involving 218
university students, the outcome of the study, based on both direct (multiple choice
questions) and indirect (free composition) types of tests, indicated that the
performance of the participants didn’t differ significantly in the four groups in the
indirect type of test but the performance of the MI-FoF differed significantly from
the other groups in the direct type of test. This result can be attributed to the
integration of MI into FoF, which enabled learners to engage in meaningful tasks
actively, which, in turn, suggests that insights provided by MI can be very decisive
in implementing FoF.
ملخص الجهاز:
"Accordingly, the researcher was interested in finding out which methods of instruction, Multiple Intelligence-based Focus on Form (MI-FoF), Focus on Form (FoF), Focus on Meaning (FoM), and Focus on FormS (Fs), affect learners' performance, in terms of their grammatical knowledge of the target structures (simple present and present progressive)†, on both direct (multiple choice questions) and indirect (free composition) types of tests.
Table 1 Different tasks done in different intelligence groups in the MI-FoF group Different Intelligence Type of Tasks Groups Musical Intelligence Listening to several songs containing the target structure, transcribing and reporting them to the class Linguistic Intelligence Describing a special day or holiday that they celebrate in their country, including what they routinely do at that day/ Interviewing their classmates on their favorite holiday and reporting to the class Spatial Intelligence Transferring the information of a chart, which contained the results of a survey of adult education on their reasons for studying, to another form of presenting the information/ Making a pie chart of the results of an interview about different types of sports their classmates like Logical Intelligence Identifying, classifying, and providing reasons for the particular use of the target structure in a text Interpersonal Intelligence Conducting a research and finding out about a set of proverbs (containing the target structure) whose meaning match with their native language proverbs and using the bulletin board for displaying the outcome Intrapersonal Intelligence Choosing two types of activities (among variety of activities) and reflecting on the outcome of their learning and finding out the weaknesses and strengths of the strategies they employed by answering certain questions (eliciting the use of the target structure) As it was mentioned before, the researcher designed the tasks based on Larsen- Freeman (2000a) and in order to make them compatible with students’ different intelligences, modified them."