چکیده:
Multiple intelligences (MI), second/foreign (L2) proficiency
and gender are postulated to contribute to language learning
strategies (LLS). This study, first, examined whether there was
any relationship between Iranian EFL learners’ LLS, on the
one hand, and their MI, L2 proficiency, on the other hand. In
so doing, it explored the relationship of the overall L2 strategy
as well as individual strategy types with overall MI and
individual intelligence types. Second, it explored the extent to
which MI, L2 (i.e. English) proficiency, and gender would
predict the EFL learners’ LLS. To these ends, 90
undergraduate EFL learners from several universities
participated in this study. To collect the data, Strategy
Inventory for Language Learning, Multiple Intelligences
Developmental Assessment Scale, and a language proficiency
test were used. Pearson product moment correlation and
multiple regression analysis revealed a significantly positive
relationship between the learners’ LLS and their MI and a
weak relationship between L2 proficiency and LLS. Also,
significant correlations were found between some strategy
types and several individual intelligences with the highest
correlation between intrapersonal intelligence and cognitive
strategies, and the lowest one between naturalist intelligence
and affective strategies. Besides, MI made a unique and
positive contribution to L2 strategy use while proficiency and
gender, though found as positive predictors, failed to make a
significant contribution.
خلاصه ماشینی:
Exploring Language Learning Strategy Use: The Role of Multiple Intelligences, L2 Proficiency and Gender A.
com Abstract Multiple intelligences (MI), second/foreign (L2) proficiency and gender are postulated to contribute to language learning strategies (LLS).
To collect the data, Strategy Inventory for Language Learning, Multiple Intelligences Developmental Assessment Scale, and a language proficiency test were used.
In stage one, the proficiency test was administered to the 120 undergraduate EFL learners at the aforementioned universities where they could be accessed by the present researchers to obtain their English proficiency scores.
Based on the results of the current study, the relationship between English proficiency and language learning strategy use was positive, but its strength was not strong.
's (2008) study, which reported a significantly high correlation between the level of L2 proficiency and language strategy use.
Therefore, the relationship between L2 strategy use and proficiency should be interpreted with caution, given that the English proficiency test in the present study was limited to just listening, structure and written expression, and reading parts.
’s (2008) study in which EFL learners’ overall strategy use was not strongly affected by the gender variable.
’s (2008) study in which English proficiency was found to be a strong predictor of EFL learners’ strategy use.
e. MI, L2 proficiency and gender) and their relationships with Iranian EFL learners’ language strategy use.
That is to say, more intelligent EFL learners tended to use more language learning strategies.
Moreover, the findings revealed that MI (particularly intrapersonal and linguistic intelligences) could significantly predict the EFL learners’ language strategy use.