The Relationship between Iranian English Learners’ Linguistic Intelligence and their Writing Ability, and Writing Assessment Criteria
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
موسی احمدیان
1
(گروه زبان و ادبیات انگلیسی دانشکده ادبیات و علوم انسانی، دانشگاه اراک)
سمانه حسینی
2
(کارشناس ارشد آموزش زبان، دانشگاه اراک)
کلید واژه: Writing, second language (L2), English as Foreign Language (EFL), Multiple Intelligence Theory (MIT), Multiple Intelligence Developmental Assessment Scales (MIDAS), linguistic intelligence (LI),
چکیده مقاله :
Gardner’s Multiple Intelligences Theory (MIT) specifies at least eight human intelligences, one of which is linguistic intelligence. Gardner (1983) also calls this intelligence the intelligence of words, since it is mainly concerned with written and spoken forms of language. This new theory of intelligence which gives emphasis to learner variable has been used in language learning and teaching settings. The present paper studies possible relationship between L2 learners’ linguistic intelligence and their writing ability, and writing assessment criteria. 33 female homogeneous Persian speaking EFL learners participated in this study. The instruments used were the Multiple Intelligence Developmental Assessment Scales (MIDAS), designed by Shearer (1996), and the participants’ two writings. The linguistic intelligence index was taken from the MIDAS and the participants' average scores on two writing tasks were used as an index of writing products. The writings were scored based on Jacobs et al.’s scale of five criteria: content, organisation, language use, vocabulary, and mechanics. The correlational analysis of the results revealed a significant relationship between participants' linguistic intelligence and their performance on writing. Furthermore, the results of regression analysis showed that among all five criteria, vocabulary shows higher correlation with linguistic intelligence. Possible implications of the findings for language teaching and teaching writing will be discussed.
نظریهی هوش های چندگانه گاردنرحداقل 8 نوع هوشرا در انسان نشان می دهد؛ یکی از آن ها هوش زبانی استکه به شکل های گفتاری و نوشتاری زبان می پردازد. این روی کرد نوین از هوش تا کنون در کلیت و یا هرنوع هوش (از هوش های چندگانه ) بطور جداگانه درپاره ای از مطالعات یادگیری و آموزش زبان بکار گرفته شده است، اما در یادگیری و رشد مهارت نوشتاری و نیز معیارهای ارزیابی نوشتار چندان مورد توجه قرارنگرفته است . از این رو، پژوهش حاضر رابطه ی بین هوش زبانیِِانگلیسی آموزان ایرانی، توانایی نوشتاری آنها و ارزیابی این توانایی را بررسی می کند. بر این هدف، تعداد 33 زبان آموز زن و همگن از نظر هوش زبانی و سطح بسندگی زبانی (بر اساس آزمون میشیگان )انتخاب شدند . هوش زبانی آزمودنی ها با استفاده از که شیرِر ( 1996 ) طراحی کرده است، و توان (MIDAS) " پرسشنامه "مقیاس ارزیابی رشد هوش های چندگانه نوشتاری آن ها از طریق میانگین نمرات دومتن نوشته، بر پایه "مقیاس پنجگانه " ارزیابی یاکوبسن و دیگران — محتوی، نظم /انسجام، کاربرد زبان، واژگان، و ساختار —، مورد سنجش قرار گرفت . نتایج مقایسه آماری و تحلیل همبستگی رابطه معنا داری را بین هوش زبانی و توان نوشتاری آزمودنی ها نشان داد . نتایج تحلیل برگشت (رگرسیون) نیز حاکی از بیشترین همبستگی بین هوش زبانی و واژگان (از مقیاس پنجگانه ) بود. کاربردهای یافتههای تحقیق در آموزش زبان و بویژه آموزش و یادگیری توان نوشتاری بحث خواهد شد.
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