On the Representation of Multiple Intelligence Types in the ILI Intermediate Coursebooks: A Coursebook Evaluation مقاله

نویسنده: Razmjoo، Seyyed Ayatollah ؛ Farmer، Zahra ؛

Applied Language Studies Spring 2012, Volume 4 - Issue 2 ، علمی-پژوهشی (وزارت علوم/ISC (‎36 صفحه - از 153 تا 188 )

کلیدواژه ها: Content analysis Multiple Intelligences Coursebooks Coursebook Evaluation ILI System Iran Language Institute MI Multiple Intelligence Intermediate

چکیده:

This study aims at evaluating the coursebooks taught at the intermediate level of adult and young adult departments of the Iran Language Institute in terms of multiple intelligence types introduced by Gardner (1983) to see to what extent such coursebooks represent the Multiple Intelligence Theory. To fulfill the objectives, a checklist developed by Botelho (2003) and localized by the researchers on the basis of this theory was used. The coursebooks were analyzed according to this checklist and the frequencies and percentages of occurrence of each type of intelligence were calculated. The results of the study showed that verbal/linguistic, logical/mathematical and visual/spatial types of intelligence were the most dominant intelligence types in the analyzed coursebooks. Naturalistic and bodily/kinesthetic types of intelligence were the least common types represented in the coursebooks. A comparison was also made between the coursebooks taught to adults and young adults at the Iran Language Institute and the results presented a significant difference between the percentage of occurrence of logical/mathematical, bodily/kinesthetic, visual/spatial, intrapersonal and musical types of intelligence between the two sets of coursebooks. On the other hand, the difference between the percentage of occurrence of verbal/linguistic, interpersonal and naturalistic types of intelligence was not significant.

خلاصه ماشینی:

com Abstract This study aims at evaluating the coursebooks taught at the intermediate level of adult and young adult departments of the Iran Language Institute in terms of multiple intelligence types introduced by Gardner (1983) to see to what extent such coursebooks represent the Multiple Intelligence Theory. A comparison was also made between the coursebooks taught to adults and young adults at the Iran Language Institute and the results presented a significant difference between the percentage of occurrence of logical/mathematical, bodily/kinesthetic, visual/spatial, intrapersonal and musical types of intelligence between the two sets of coursebooks. What the researchers want to do in this study is to evaluate the Iran Language Institute (ILI) coursebooks with regard to Gardner’s theory of multiple intelligences so that those responsible would revise them in the way to accommodate the needs and differences of the learners. The typical studies done in this regard are as follows: Tahriri and Yamini (2010), Razmjoo, Sahragard and Sadri (2009), Kim (2009), Hosier (2009), Xie and Lin, O’Connell (2009), Svenningsen (2009), Salas (2009), Sözen, Sözen and Tekat (2009), Baragona (2009), Massalski (2009), Stewart-lies (2009), King (2009), Serin, Yavuz and Muhammedzade (2009), Serin, Bulut Serin and Serin (2005) and Saban (2002), Razmjoo (2008), Akbari and Husseini (2008), Sathyanesan (2006), Hunter (2006) and Noble (2004). Tok (2010), Sznajder (2010), Sahragard, Rahimi and Zaremoayyedi (2009), Al-Madany (2009), Mustapha (2008), Razmjoo (2007), Paxton (2007), Aytug (2007), Mukundan (2007), Dominguez (2003), Ansary and Babai (2002), Yakhontova (2001), Gorsuch (2001), Richards (2001) and Sunderland, Cowley, Abdul Rahim, Leontzakou and Shattuck (2001) are the local and overseas studies done in this respect.

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