Exploring Language Learning Strategy Use: The Role of Multiple Intelligences, L2 Proficiency and Gender مقالة

مؤلف: Roohani، A ؛ Rabiei، S ؛

Teaching English as a Second Language Quarterly Fall 2013, Volume 5 - Number 3 التصنيف العلمية - البحثية (Ministry of Science/ISC (‎24 صفحة - من 41 إلی 64 )

الکلمات المفتاحية: Strategies gender Multiple intelligences Proficiency MI EFL

خلاصة:

Multiple intelligences (MI), second/foreign (L2) proficiency and gender are postulated to contribute to language learning strategies (LLS). This study, first, examined whether there was any relationship between Iranian EFL learners’ LLS, on the one hand, and their MI, L2 proficiency, on the other hand. In so doing, it explored the relationship of the overall L2 strategy as well as individual strategy types with overall MI and individual intelligence types. Second, it explored the extent to which MI, L2 (i.e. English) proficiency, and gender would predict the EFL learners’ LLS. To these ends, 90 undergraduate EFL learners from several universities participated in this study. To collect the data, Strategy Inventory for Language Learning, Multiple Intelligences Developmental Assessment Scale, and a language proficiency test were used. Pearson product moment correlation and multiple regression analysis revealed a significantly positive relationship between the learners’ LLS and their MI and a weak relationship between L2 proficiency and LLS. Also, significant correlations were found between some strategy types and several individual intelligences with the highest correlation between intrapersonal intelligence and cognitive strategies, and the lowest one between naturalist intelligence and affective strategies. Besides, MI made a unique and positive contribution to L2 strategy use while proficiency and gender, though found as positive predictors, failed to make a significant contribution.

ملخص الجهاز:

Exploring Language Learning Strategy Use: The Role of Multiple Intelligences, L2 Proficiency and Gender A. com Abstract Multiple intelligences (MI), second/foreign (L2) proficiency and gender are postulated to contribute to language learning strategies (LLS). To collect the data, Strategy Inventory for Language Learning, Multiple Intelligences Developmental Assessment Scale, and a language proficiency test were used. In stage one, the proficiency test was administered to the 120 undergraduate EFL learners at the aforementioned universities where they could be accessed by the present researchers to obtain their English proficiency scores. Based on the results of the current study, the relationship between English proficiency and language learning strategy use was positive, but its strength was not strong. 's (2008) study, which reported a significantly high correlation between the level of L2 proficiency and language strategy use. Therefore, the relationship between L2 strategy use and proficiency should be interpreted with caution, given that the English proficiency test in the present study was limited to just listening, structure and written expression, and reading parts. ’s (2008) study in which EFL learners’ overall strategy use was not strongly affected by the gender variable. ’s (2008) study in which English proficiency was found to be a strong predictor of EFL learners’ strategy use. e. MI, L2 proficiency and gender) and their relationships with Iranian EFL learners’ language strategy use. That is to say, more intelligent EFL learners tended to use more language learning strategies. Moreover, the findings revealed that MI (particularly intrapersonal and linguistic intelligences) could significantly predict the EFL learners’ language strategy use.

استلام ملف الإرجاع :
(پژوهیار, , , )

تحميل
تحميل HTML

رابط قصير:

صفحة:

دخول / الاشتراک

تحتاج الدخول لعرض محتوى المقالة. إذا لم تكن عضوًا ، فتابع من الجزء الاشتراک.

دخول