The Effect of Using Multiple Intelligences -Based Activities to Develop Speaking Skills for Second Year University Students (English Majors) | ||
| العلوم التربوية | ||
| Volume 29, Issue 2 - Serial Number 1, April 2021, Pages 1-19 PDF (649.53 K) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/ssj.2021.367108 | ||
| Author | ||
| Dr. Ahmed Mohamed Mohamed Khalil | ||
| جامعة | ||
| Abstract | ||
| 1.1. Overview: The use of multiple intelligences theory is believed to have a major impact on English language education and learning. It is also believed to be advantageous for curricula, instructional strategies, materials, and activities that benefit both teachers and students. Students' intelligences can be developed to the point of language competency. But it has frequently been overlooked that students have different potentials and levels of intellect. Students must consequently engage in appropriate learning activities in order to maximize their intelligences (Boubet, et al. :2015). This study looks at how language teachers encourage the growth of different intelligences when teaching foreign languages, particularly during speaking exercises. In terms of teaching languages, the research also examines many forms of intelligence and provides examples of pedagogical approaches that may be used to stimulate students' different intelligences during speaking exercises. (Şener & Çokçalışkan :2018) 1.2. Background of the study: The achievement of communicative objectives is the ultimate goal of language usage. To varying degrees, language learners utilise language in their daily lives for practical purposes. When they read novels, short tales, or newspapers, they often utilize language. Additionally, they write reports, diaries, and grocery lists using language quite a bit. However, language learners hardly ever converse with fluent English speakers or listen to news broadcasts in their target language. It is believed that oral communication skills—speaking and listening—are the hardest to master. Researchers suggest that language learners' anxiety and lack of a native speaking environment contribute to their reluctance to improve their speaking and listening abilities. Speaking and listening skills may be developed by targeting different talents, aptitudes, and intelligences and by utilizing alternative teaching methodologies based on brain-based training (Menezes, Norbert :2007). Thus, this research explains how English majors in their second year of college may improve their speaking abilities by using various intelligences-based exercises. | ||
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