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Relationship between EFL Learners’ Multiple Intelligence Scores, Gender, and Their Vocabulary Knowledge

Author Affiliations

  • 1 Department of English, Khorasgan (Isfahan) Branch, Islamic Azad University, Isfahan, IRAN
  • 2 Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, IRAN

Res. J. Recent Sci., Volume 4, Issue (12), Pages 29-36, December,2 (2015)

Abstract

This study was designed to investigate the relationship between EFL learners multiple intelligence (MI) scores, their gender, and their vocabulary knowledge. That is, an attempt was made to determine which of the intelligences (naturalist intelligence, musical intelligence, logical mathematical intelligence, existential intelligence, interpersonal intelligence, bodily-kinesthetic intelligence, linguistic intelligence, intrapersonal intelligence, and visual-special intelligence) can better predict vocabulary knowledge of the EFL learners. Furthermore, this study sought to find the difference between male and female learners in terms of their vocabulary size, and different types of intelligences. To pursue these objectives, a population of 88 students consisting of 64 females and 24 males were randomly selected from Khorasgan Azad University. The participants were M.A. students of English teaching and English translation. The students were asked to take part in two different kinds of tests. The first one was a standardized English language vocabulary test, i.e. the Receptive Nation Level Test. The second instrument was the Persian Version of McKenzies Multiple Intelligences Inventory. The data gathered via these two instruments were then analyzed and led to the results of this study which unraveled four findings. First, only a small positive correlation existed between EFL learners MIs scores and their vocabulary knowledge. Second, linguistic intelligence, though not significantly was a better predictor for vocabulary knowledge of EFL learners, followed by naturalistic intelligence, existential intelligence, intrapersonal intelligence, and bodily-kinesthetic intelligence respectively. None of the MIs significantly predicted the vocabulary knowledge of EFL learners. Third, concerning vocabulary knowledge of learners, the mean score of male EFL learners was significantly higher than that of female learners. Fourth, the two groups of male and female EFL learners were not significantly different in terms of their multiple intelligence scores.

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