Multiple Intelligence Case Study

Background The concept of individual differences was developed in the second half of the 20th century,
Individual values and differences were recognized and welcomed. A shift of attention took place from long held preoccupation of physical aspects of man, to human being as a totality of physical, cognitive and affective variables. Following this shift of attention, the way education is perceived and practiced has been affected. Individual differences have been the center of any debate regarding learning and teaching. Also, research studies focused on terms attempting to capture the concepts that discern one individual from another (Fontana, 1988; Lefrancios, 1991; Crozier, 1997).

In the light

general or g factor) that takes merely the verbal and logical capacities of individuals into consideration .This resulted in failing to count for language learners’ potentials for further growth. Hence, in recent decades, Gardner (1983, 1999) has developed a broader model/theory of intelligence, labeled as Multiple Intelligence(s) (MI) which regards intelligence as a set of abilities. Within this regard, Intelligence is defined as “the ability to solve problems or to create products that are valued within one or more cultural settings” (Gardner, 2011, p.28). Armstrong (2009, p. 120) stated that applying multiple intelligence (MI) can be influential as it may remarkably “affect students ‘behavior in the classroom simply by creating an environment where individual needs are recognized and attended to throughout the school day.” The present study, thus, aims at investigating the relationship between multiple intelligence, language learning strategy use and achievement among MA first year English students at

Multiple intelligence theory(MIT) was given a great deal of attention among researchers giving credits to its learner-centered philosophy and focus (Richards & Rodgers, 2001).Intelligence is defined as the “biopsychological potential to process information that can be activated in a cultural setting to solve problems”(Gardner, 1999, pp. 33–34). According to Brown (2007, p. 119), strategies are “specific methods of approaching a problem or task, modes of operation for achieving a particular end, planned designs for controlling and manipulating certain information”. As can be noticed , both of these definitions deal with the concepts of problem-solving and individual differences. Second studies on individual differences have particularly concluded that individual differences are “consistent predictors of L2 learning success” (Dörnyei, 2005, p.