Intelligence Profile of Iranian Domestically Designed and Published ELT Textbooks and Students’ Multiple Intelligences
International Journal of Language and Linguistics
Volume 2, Issue 5-1, October 2014, Pages: 24-31
Received: Jun. 29, 2014; Accepted: Aug. 5, 2014; Published: Sep. 5, 2014
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Yoones Taaseh, University of Tehran, Department of Foreign Languages and Literature, Tehran
Ahmadreza Mohebbi, Kharazmi University, Faculty of Humanities, Social sciences & Foreign languages, Tehran, Iran
Farzane Mirzaei, Alzahra University Faculty of Literature, Language and History, Tehran, Iran
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Theory of multiple Intelligences introduced by Howard Gardner (1983) is one of the most significant recent reforms in education which has been embraced enthusiastically by educationalists, curriculum developers, lesson planners, teachers and textbook designers. The main purpose of this study is to investigate domestically designed and published ELT textbooks in the light of multiple intelligences theory. Three textbooks (grade 1,2 &3) utilized in senior high school of Iranian educational system were analyzed using multiple intelligence checklist developed by B.M, de Rozario (2003). The secondary aim of this study is to probe students’ preferred intelligences regarding diverse sorts of intelligences provided in the textbooks. To this end, 314 senior high school students participated in the study. The results of the study showed that verbal/linguistic and visual/spatial were the most predominant intelligences followed by logical/mathematical, interpersonal and intrapersonal in much lower ratios. Bodily/ kinesthetic, musical and naturalistic intelligences were not found in any percent. Students’ intelligence profiles were far from textbooks representations including all kinds of intelligences in varying degrees. Pedagogical implication and suggestion are presented in the end.
Multiple Intelligence, Textbooks, Senior High School, Intelligence Profile
To cite this article
Yoones Taaseh, Ahmadreza Mohebbi, Farzane Mirzaei, Intelligence Profile of Iranian Domestically Designed and Published ELT Textbooks and Students’ Multiple Intelligences, International Journal of Language and Linguistics. Special Issue: Teaching English as a Foreign/Second Language. Vol. 2, No. 5-1, 2014, pp. 24-31. doi: 10.11648/j.ijll.s.2014020501.14
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