Relationship between Iranian Undergraduate English Students’ Bodily-Kinesthetic Intelligence and their Grammar Knowledge

محورهای موضوعی : Research Paper

Nasrin Garavand ¹ (Department of English Language, Ilam Branch, Islamic Azad University, Ilam, Iran)
Akbar Azizifar ² (Department of English Language, Ilam Branch, Islamic Azad University, Ilam, Iran)
Habib Gowhary ³ (Department of English Language, Ilam Branch, Islamic Azad University, Ilam, Iran)
Shahram Welidi ⁴ (Department of English Language, Ilam Branch, Islamic Azad University, Ilam, Iran)

تاریخ دریافت : 1401/01/20 تاریخ پذیرش : 1401/02/29 تاریخ انتشار : 1402/07/09

کلید واژه: English Language, grammar knowledge, Bodily-Kinesthetic Intelligence, Iranian Undergraduate Students,

چکیده مقاله :

This study investigated the bodily-kinesthetic intelligence of Iranian undergraduate students in the English language and its relationship with their grammar knowledge. For this purpose, 139 male (N=46) and female (N=93) English language students aged 22 -32 years old were randomly selected as the participants. Multiple Intelligence Questionnaire (MIQ) and a grammar TOEFL test were used to evaluate the bodily-kinesthetic intelligence of the students and measure their grammar knowledge. Bodily-kinesthetic intelligence of students and its relationship with grammar knowledge was gauged using descriptive statistics and correlation analysis. The means of males and females in grammar knowledge and bodily-kinesthetic intelligence were assessed through a one-way sample t-test. The findings revealed a statistically significant relationship between the bodily-kinesthetic intelligence of the participants and their grammar knowledge. The findings also showed no remarkable differences between males and females regarding bodily-kinesthetic intelligence and grammar knowledge. The implication of the findings is that English language teachers should utilize the same effective grammar textbooks and tasks for both male and female students.

چکیده انگلیسی:

این پژوهش به بررسی رابطه بین هوش بدنی-جنبشی دانشجویان دختر و پسر ایرانی در مقطع کارشناسی زبان انگلیسی و دانش دستوری زبان آنها پرداخت. جهت انجام این پژوهش، تعداد 139دانشجو شامل 46 دختر و93 پسر دانشجوی زبان انگیسی بین سنین 22تا 32 به طور تصادفی به عنوان نمونه آماری این پژوهش انتخاب شدند. از پرسشنامه هوش چندگانه (MIQ) و آزمون تافل دستور زبان جهت ارزیابی هوش بدنی- جنبشی دانشجویان و تعیین سطح دانش دستوری زبان استفاده شد. این رابطه با استفاده از آمار توصیفی و تحلیل همبستگی به دست آمد. سپس، با استفاده از آزمون t نمونه مستقل تفاوت بین دختران و پسران مورد ارزیابی قرار گرفت.یافته ها نشان داد که رابطه بین هوش بدنی- جنبشی و دانش دستور زبان دانشجویان از نظر آماری معنادار است. این یافته ها همچنین نشان داد که که دختران و پسران دانشجو از نظر هوش بدنی- جنبشی و دانش دستور زبان انگلیسی با همدیگر تفاوت معناداری نداشتند. یافته ها پیشنهاد می کند که دبیران حرفه ای زبان انگلیسی از کتاب های درسی و تکالیف کلاسی یکسانی برای همه دانشجویان زبان انگلیسی در فرایند یادگیری و آموزش جهت یادگیری دستور زبان استفاده کنند. 

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