ON THE RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCES AND INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM (IELTS) READING SCORES OF IRANIAN LEARNERS

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MOTALEBZADEH KH.; MANOUCHEHRI M.

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Journal: JOURNAL OF FUNDAMENTALS OF MENTAL HEALTH Year:2009 | Volume:11 | Issue:2 (42) Page(s): 135-140

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Title

ON THE RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCES AND INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM (IELTS) READING SCORES OF IRANIAN LEARNERS

Author(s)

MOTALEBZADEH KH. | MANOUCHEHRI M. | Issue Writer Certificate

Keywords

COMPREHENSION SKILLQ3

ENGLISHQ3

IELTSQ3

LANGUAGE PROFICIENCYQ3

MULTIPLE INTELLIGENCESQ3

READING SKILLQ3

Abstract

Introduction: Howard Gardner’s proposal of MULTIPLE INTELLIGENCES in 1980s encouraged many scholars in the field of second language learning and teaching to investigate the relationship between learner’s achievement in second or foreign language learning and their various intelligences. The purpose of this study is to find the relationship between MULTIPLE INTELLIGENCES and Iranian EFL learners’ scores in reading section of IELTS.Materials and Methods: Out of 290 authentic IELTS candidates (2007) in Mashhad city, north-eastern part of Iran. 130 candidates received MULTIPLE INTELLIGENCES scale questionnaire, 98 participants, including 53 males and 45 females, filled out the MULTIPLE INTELLIGENCES scale questionnaire. Sixty two and thirty six candidates participated in academic and general ILETS test respectively. Participants’ performance in the reading and comprehension section of IELTS and their distinctive profiles of MULTIPLE INTELLIGENCES abilities and skills were compared. In this research data analyzed by descriptive analysis methods and Pearson’s correlation.Results: The results revealed no significant relationship between MULTIPLE INTELLIGENCES profiles and reading and comprehension section of IELTS, except for logical-mathematical intelligence which showed a positive relation with reading scores (P<0.05).Conclusion: Reading comprehension section in IELTS is related to Iranian learners’ logical mathematical intelligence; it seems reading section contains logical tasks which could be due to the similar nature of this type of intelligence and the operations needed while reading.

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APA: Copy

MOTALEBZADEH, KH., & MANOUCHEHRI, M.. (2009). ON THE RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCES AND INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM (IELTS) READING SCORES OF IRANIAN LEARNERS. JOURNAL OF FUNDAMENTALS OF MENTAL HEALTH, 11(2 (42)), 135-140. SID. https://sid.ir/paper/88465/en

Vancouver: Copy

MOTALEBZADEH KH., MANOUCHEHRI M.. ON THE RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCES AND INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM (IELTS) READING SCORES OF IRANIAN LEARNERS. JOURNAL OF FUNDAMENTALS OF MENTAL HEALTH[Internet]. 2009;11(2 (42)):135-140. Available from: https://sid.ir/paper/88465/en

IEEE: Copy

KH. MOTALEBZADEH, and M. MANOUCHEHRI, “ON THE RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCES AND INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM (IELTS) READING SCORES OF IRANIAN LEARNERS,” JOURNAL OF FUNDAMENTALS OF MENTAL HEALTH, vol. 11, no. 2 (42), pp. 135–140, 2009, [Online]. Available: https://sid.ir/paper/88465/en

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