خلاصة:
Raven Progressive Matrices (RPMs) and Wechsler Intelligence Scale for Children (WSIC-R) are two common general intelligence measuring scales used in Iranian high schools. In this paper the relationships between g factor scales and students’ reading comprehension, grammar, and vocabulary was examined by correlation and regression analysis. Standard tests of grammar and vocabulary and Cambridge Key English Test (KET) were used to elicit the overall language proficiency of Iranian high school students. The results of the study revealed that verbal intelligence and vocabulary and non-verbal intelligence measured by RPMs not WSIC-R were determining factors in reading comprehension. Verbal intelligence was found to have an important role in vocabulary knowledge. Only grammar, in spite of a weak correlation with reading and a section of WSIC-R, didn’t show any remarkable correlation with intelligence or language knowledge measuring scales.
ملخص الجهاز:
"Rysiewicz (2008) using MLAT and RPMs respectively, and analyzed the correlation between the results of these scales with the results of Key English Test (KET) and concluded that the memory component of FL aptitude plays a relatively small role in successful FL learning in the context of non-intensive, traditionally oriented methodologies that are characteristic of much of the teaching going on worldwide in state school systems and emphasized the importance of designing an intelligence profile for every L2 learner.
Then, the standard tests of vocabulary, grammar and reading comprehension were held in the same situations and the data gathered was submitted to SPSS version 17 to investigate any relationship and the probable strength of relationships between the data elicited by Raven Progressive Matrices, 12 sub-parts of WSIC-r and verbal IQ and non-verbal IQ elicited by WSIC-R, and students reading comprehension, vocabulary and grammatical knowledge firstly in a correlation analysis and then by a regression analysis.
5. Results and Discussion To measure the degree of relationship between grammar, vocabulary and reading comprehension tests and intelligence scales, Pearson Correlation formula was employed.
A pack checking students verbal IQ according to WSIC-R and non-verbal IQ measured by RPMs and a reliable vocabulary test can be advised at the beginning of every language program in Iranian high schools to distinguish the real learning situation of every class and the future programs which should be planned according to the picture which is presented by this combined language learning facilitating scale."