Communicative language teaching and multiple intelligences

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COURSE PAPER

Communicative language teaching and multiple intelligences

Student: Turganbaeva Aydana

Scientific adviser: Allanazarova Feruza

Head of the department: Tajieva Aliya

NUKUS-2022

CONTENTS

communicative learning language multiple intelligence

INTRODUCTION

CHAPTER I. COMMUNICATIVE LANGUAGE TEACHING

1.1 Background

1.2 Classroom activities

CHAPTER II. MULTIPLE INTELLIGENES

2.1 A relationship between MI and learning English

2.2 Key Points in Multiple Intelligence Theory

CONCLUSION

REFERENCES

INTRODUCTION

Communicative language teaching (CLT), or the communicative approach (CA) , is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study. Learners in environments using communication to learn and practice the target language by interactions with one another and the instructor, the study of "authentic texts" (those written in the target language for purposes other than language learning), and the use of the language both in class and outside of class. Learners converse about personal experiences with partners, and instructors teach topics outside of the realm of traditional grammar to promote language skills in all types of situations. That method also claims to encourage learners to incorporate their personal experiences into their language learning environment and to focus on the learning experience, in addition to the learning of the target language.

According to CLT, the goal of language education is the ability to communicate in the target language. This is in contrast to previous views in which grammatical competence was commonly given top priority. CLT also positions the teacher as a facilitator, rather than an instructor. Furthermore, the approach is a non-methodical system that does not use a textbook series to teach the target language but works on developing sound oral and verbal skills prior to reading and writing.

CHAPTER I. COMMUNICATIVE LANGUAGE TEACHING

1.1 Background

Language teaching was originally considered a cognitive matter that mainly involved memorization. It was later thought instead to be socio-cognitive: language can be learned through the process of social interaction. Today, however, the dominant technique in teaching any language is communicative language teaching (CLT).It was Noam Chomsky's theories in the 1960s, focusing on competence and performance in language learning, that gave rise to communicative language teaching, but the conceptual basis for CLT was laid in the 1970s by the linguists Michael Halliday, who studied how language functions are expressed through grammar, and Dell Hymes, who introduced the idea of a wider communicative competence instead of Chomsky's narrower linguistic competence. The rise of CLT in the 1970s and the early 1980s was partly in response to the lack of success with traditional language teaching methods and partly by the increase in demand for language learning. In Europe, the advent of the European Common Market, an economic predecessor to the European Union, led to migration in Europe and an increased number of people who needed to learn a foreign language for work or personal reasons. Meanwhile, more children were given the opportunity to learn foreign languages in school, as the number of secondary schools offering languages rose worldwide as part of a general trend of curriculum-broadening and modernization, with foreign-language study no longer confined to the elite academies. In Britain, the introduction of comprehensive schools, which offered foreign-language study to all children, rather than to the select few of the elite grammar schools, greatly increased the demand for language learning.

The increased demand included many learners who struggled with traditional methods such as grammar translation, which involves the direct translation of sentence after sentence as a way to learn the language. Those methods assumed that students aimed to master the target language and were willing to study for years before expecting to use the language in real life. However, those assumptions were challenged by adult learners, who were busy with work, and by schoolchildren who were less academically gifted and so could not devote years to learning before they could use the language. Educators realized that to motivate those students an approach with a more immediate reward was necessary, and they began to use CLT, an approach that emphasizes communicative ability and yielded better results.Additionally, the trend of progressivism in education provided further pressure for educators to change their methods. Progressivism holds that active learning is more effective than passive learning. As that idea gained traction, in schools there was a general shift towards using techniques where students were more actively involved, such as group work. Foreign-language education was no exception to that trend, and teachers sought to find new methods, such as CLT, that could better embody the shift in thinking.

Academic influences

The development of communicative language teaching was bolstered by new academic ideas. Before the growth of communicative language teaching, the primary method of language teaching was situational language teaching, a method that was much more clinical in nature and relied less on direct communication. In Britain, applied linguists began to doubt the efficacy of situational language teaching, partly in response to Chomsky's insights into the nature of language. Chomsky had shown that the structural theories of language then prevalent could not explain the variety that is found in real communication. In addition, applied linguists like Christopher Candlin and Henry Widdows on observed that the current model of language learning was ineffective in classrooms. They saw a need for students to develop communicativeBrandl, Klaus (2007). Communicative Language Teaching in Action skill and functional competence in addition to mastering language structures.

In 1966, the linguist and anthropologist Dell Hymes developed the concept of communicative competence, which redefined what it meant to "know" a language. In addition to speakers having mastery over the structural elements of language, they must also be able to use those structural elements appropriately in a variety of speech domains. That can be neatly summed up by Hymes's statement: "There are rules of use without which the rules of grammar would be useless." The idea of communicative competence stemmed from Chomsky's concept of the linguistic competence of an ideal native speaker. Hymes did not make a concrete formulation of communicative competence, but subsequent authors, notably Michael Canale, have tied the concept to language teaching. Canale and Swain defined communicative competence in terms of three components: grammatical competence, sociolinguistic competence, and strategic competence. Canale refined the model by adding discourse competence, which contains the concepts of cohesion and coherence. An influential development in the history of communicative language teaching was the work of the Council of Europe in creating new language syllabi. When communicative language teaching had effectively replaced situational language teaching as the standard by leading linguists, the Council of Europe made an effort to once again bolster the growth of the new method, which led to the Council of Europe creating a new language syllabus. Education was a high priority for the Council of Europe, which set out to provide a syllabus that would meet the needs of European immigrants. Among the studies that it used in designing the course was one by a British linguist, D. A. Wilkins, that defined language using "notions" and "functions," rather than more traditional categories of grammar and vocabulary. The new syllabus reinforced the idea that language could not be adequately explained by grammar and syntax but instead relied on real interaction.

In the mid-1990s, the Dogme 95 manifesto influenced language teaching through the Dogme language teaching movement. It proposed that published materials stifle the communicative approach. As such, the aim of the Dogme approach to language teaching is to focus on real conversations about practical subjects in which communication is the engine of learning. The idea behind the Dogme approach is that communication can lead to explanation, which leads to further learning. That approach is the antithesis of situational language teaching, which emphasizes learning by text and prioritizes grammar over communication. A survey of communicative competence by Bachman (1990) divides competency into the broad headings of "organizational competence," which includes both grammatical and discourse (or textual) competence, and "pragmatic competence," which includes both sociolinguistic and "illocutionary" competence.[10] Strategic competence is associated with the interlocutors' ability in using communication strategies.

1.2 Classroom activities

CLT teachers choose classroom activities based on what they believe is going to be most effective for students developing communicative abilities in the target language (TL). Oral activities are popular among CLT teachers, as opposed to grammar drills or reading and writing activities, because they include active conversation and creative, unpredicted responses from students. Activities vary based on the level of language class they are being used in. They promote collaboration, fluency, and comfort in the TL. The six activities listed and explained below are commonly used in CLT classrooms.

Role-play

Role-play is an oral activity usually done in pairs, whose main goal is to develop students' communicative abilities in a certain setting. Example: The instructor sets the scene: where is the conversation taking place? (E.g., in a cafй, in a park, etc.)The instructor defines the goal of the students' conversation. (E.g., the speaker is asking for directions, the speaker is ordering coffee, the speaker is talking about a movie they recently saw, etc.) The students converse in pairs for a designated amount of time. This activity gives students the chance to improve their communication skills in the TL in a low-pressure situation. Most students are more comfortable speaking in pairs rather than in front of the entire class. Instructors need to be aware of the differences between a conversation and an utterance. Students may use the same utterances repeatedly when doing this activity and not actually have a creative conversation. If instructors do not regulate what kinds of conversations students are having, then the students might not be truly improving their communication skills.

Interviews

An interview is an oral activity done in pairs, whose main goal is to develop students' interpersonal skills in the TL.Example:The instructor gives each student the same set of questions to ask a partner.Students take turns asking and answering the questions in pairs.This activity, since it is highly structured, allows for the instructor to more closely monitor students' responses. It can zone in on one specific aspect of grammar or vocabulary, while still being a primarily communicative activity and giving the students communicative benefits.This is an activity that should be used primarily in the lower levels of language classes, because it will be most beneficial to lower-level speakers. Higher-level speakers should be having unpredictable conversations in the TL, where neither the questions nor the answers are scripted or expected. If this activity were used with higher-level speakers it wouldn't have many benefits.

Group work

Group work is a collaborative activity whose purpose is to foster communication in the TL, in a larger group setting. Example: Students are assigned a group of no more than six people. Students are assigned a specific role within the group. (E.g., member A, member B, etc.) The instructor gives each group the same task to complete. Each member of the group takes a designated amount of time to work on the part of the task to which they are assigned. The members of the group discuss the information they have found, with each other and put it all together to complete the task. Students can feel overwhelmed in language classes, but this activity can take away from that feeling. Students are asked to focus on one piece of information only, which increases their comprehension of that information Richards, Jack; Rodgers, Theodore (2014). Approaches and Methods in Language Teaching (3nd ed.). Cambridge: Cambridge University Press.. Better comprehension leads to better communication with the rest of the group, which improves students' communicative abilities in the TL. Instructors should be sure to monitor that each student is contributing equally to the group effort. It takes a good instructor to design the activity well, so that students will contribute equally, and benefit equally from the activity.

Information gap

Information gap is a collaborative activity, whose purpose is for students to effectively obtain information that was previously unknown to them, in the TL. Example: The class is paired up. One partner in each pair is Partner A, and the other is Partner B. All the students that are Partner A are given a sheet of paper with a time-table on it. The time-table is filled in half-way, but some of the boxes are empty. All the students that are Partner B are given a sheet of paper with a time-table on it. The boxes that are empty on Partner A's time-table are filled in on Partner B's. There are also empty boxes on Partner B's time-table, but they are filled in on Partner A's. The partners must work together to ask about and supply each other with the information they are both missing, to complete each other's time-tables. Completing information gap activities improves students' abilities to communicate about unknown information in the TL. These abilities are directly applicable to many real-world conversations, where the goal is to find out some new piece of information, or simply to exchange information. Instructors should not overlook the fact that their students need to be prepared to communicate effectively for this activity. They need to know certain vocabulary words, certain structures of grammar, etc. If the students have not been well prepared for the task at hand, then they will not communicate effectively.

Opinion sharing

Opinion sharing is a content-based activity, whose purpose is to engage students' conversational skills, while talking about something they care about. Example: The instructor introduces a topic and asks students to contemplate their opinions about it. (E.g., dating, school dress codes, global warming)The students talk in pairs or small groups, debating their opinions on the topic. Opinion sharing is a great way to get more introverted students to open up and share their opinions. If a student has a strong opinion about a certain topic, then they will speak up and share. Respect is key with this activity. If a student does not feel like their opinion is respected by the instructor or their peers, then they will not feel comfortable sharing, and they will not receive the communicative benefits of this activity.

Scavenger hunt

A scavenger hunt is a mingling activityWhong, Melinda (2011). Language Teaching: Linguistic Theory in Practice. Edinburgh: Edinburgh University Press. that promotes open interaction between students. Example: The instructor gives students a sheet with instructions on it. (e.g. Find someone who has a birthday in the same month as yours.)Students go around the classroom asking and answering questions about each other. The students wish to find all of the answers they need to complete the scavenger hunt. In doing this activity, students have the opportunity to speak with a number of classmates, while still being in a low-pressure situation CANALE, M.; SWAIN, M. "Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing, and talking to only one person at a time. After learning more about each other, and getting to share about themselves, students will feel more comfortable talking and sharing during other communicative activities. Since this activity is not as structured as some of the others, it is important for instructors to add structure. If certain vocabulary should be used in students' conversations, or a certain grammar is necessary to complete the activity, then instructors should incorporate that into the scavenger hunt. Although CLT has been extremely influential in the field of language teaching, it is not universally accepted and has been subject to significant critique.

In his critique of CLT, Michael Swan addresses both the theoretical and practical problems with CLT. He mentions that CLT is not an altogether cohesive subject but one in which theoretical understandings (by linguists) and practical understandings (by language teachers) differ greatly. Criticism of the theory of CLT includes that it makes broad claims regarding the usefulness of CLT while citing little data, it uses a large amount of confusing vocabulary, and it assumes knowledge that is predominately not language-specific (such as the ability to make educated guesses) to be language-specific. Swan suggests that those theoretical issues lead to confusion in the application of CLT techniques. Where confusion in the application of CLT techniques is readily apparent is in classroom settings. Swan suggests that CLT techniques often suggest prioritizing the "function" of a language (what one can do with the language knowledge one has) over the "structure" of a language (the grammatical systems of the language). That priority can leave learners with serious gaps in their knowledge of the formal aspects of their target language. Swan also suggests that in CLT techniques, the languages that a student might already know are not valued or employed in instructional techniques.

Further critique of CLT techniques in classroom teaching can be attributed to Elaine Ridge. One of her criticisms of CLT is that it falsely implies that there is a general consensus regarding the definition of "communicative competence," which CLT claims to facilitate. Because there is no such agreement, students may be seen to be in possession of "communicative competence" without being able to make full or even adequate use of the language. That individuals are proficient in a language does not necessarily entail that they can make full use of that language, which can limit an individual's potential with that language, especially if that language is an endangered language. That criticism largely has to do with the fact that CLT is often highly praised and is popular though it may not necessarily be the best method of language teaching.

Ridge also notes that CLT has nonspecific requirements of its teachers, as there is no completely standard definition of what CLT is, which is especially true for the teaching of grammar, the formal rules governing the standardized version of the language in question. Some critics of CLT suggest that the method does not put enough emphasis on the teaching of grammar and instead allows students to produce utterances, despite being grammatically incorrect, as long as the interlocutor can get some meaning from them.

Stephen Bax's critique of CLT has to do with the context of its implementation. Bax asserts that many researchers associate the use of CLT techniques with modernity and so the lack of CLT techniques as a lack of modernism. That way, those researchers consider teachers or school systems that fail to use CLT techniques as outdated and suggest that their students learn the target language "in spite of" the absence of CLT techniques, as if CLT were the only way to learn a language, and everyone who fails to implement its techniques is ignorant and cannot teach the target language.

CHAPTER II. MULTIPLE INTELLIGENCES

2.1 A relationship between MI and learning English

It is assumed that there is a positive relationship between MI and learning English. For the first time, it was Gardner who proposed Multiple Intelligence Theory (MIT) and challenged the too narrowly defined intelligence with his proposal of basic human intelligence types (linguistic, mathematical, musical, spatial, bodily-kinesthetic interpersonal and intrapersonal). At the beginning, there were seven types of intelligences and by his further research, he proposed the eighth intelligence, “naturalistic intelligence”, which has been added to the list and now there is the possibility of the ninth intelligence “emotional intelligence”.

Gardner described different types of intelligences as follows:

1. Linguistic intelligence

2. Logical-mathematical intelligence

3. Musical intelligence

4. Spatial intelligence

5. Bodily-kinesthetic intelligence

6. Naturalistic intelligence

7. Interpersonal intelligence

8. Intrapersonal intelligence

Based on Gardner's Theory, there are nine different intelligences each of which has an effect on some type of learning or teaching. “Multiple intelligences consist of three domains: the analytical, introspective and interactive domains, these three domains serve as an organizer for understanding the relationship of the intelligences and how the intelligences work with one another”.

The name of these three branches and sub branches are:

1.1 The analytical domain

1.1.1 Logical

1.1.2 Rhythmic

1.1.3 Naturalist

1.2 The interactive domain

1.2.1 Linguistic

1.2.2 Interpersonal

1.2.3 Kinesthetic

1.3 Introspective

1.3.1 Intro personal

1.3.2 Visual

1.3.3 Existential

It is important for teachers to understand and recognize MIT and apply MI in classes; therefore, teaching methodology will make changes and students' performance will improve to a greater extent.

Review of the Literature

Multiple intelligence Theory (MIT) was developed in 1983 by Gardner. The theory of MIs has always been a controversial view in language learning, and there have been many different views about the relationship between MIs and language learning. At the early genesis of MIT by Gardner, the father of MI theory, his definition of intelligence was the natural ability to solve problems or create products that are valued within one or more settings; however, recently, Gardner pruned and extended his first conception of intelligence and refined it as a psychological potential that provides a learner with an opportunity to process information which can be activated in a cultural products that are culturally valuable. Gardner's theory presents different intelligence capacities that result in many different ways of knowing, understanding, and learning about our world. Gardner's MI theory states an alternative definition of intelligence based on a radically different view of the mind. He proposes a pluralistic view of the mind, recognizing many different and discrete facets of cognition and acknowledging that people have different cognitive strengths and contrasting cognitive styles. This view of intelligence states that some finite set of mental processes gives rise to a full range of intelligent human activities. This intelligence is most completely realized in the process of solving problems and fashioning products in real-life situations.

The Eight Kinds of Intelligences

1) Linguistics: The capacity of using a word effectively whether orally or in writing. This intelligence includes the ability to manipulate the syntax or structure of a language, the semantic or meaning of a language, and the pragmatic or practical use of a language.

2) Logical-Mathematical: The capacity of using numbers effectively. This intelligence includes sensitivity to logic patterns and relationship.

3) Spatial: The ability to perceive the visual-spatial word accurately. This intelligence involves sensitive to color, line, shape, form, space, and the relationship that exist between these elements.

4) Bodily -Kinesthetic: Expertise in using one's whole body to express idea and feeling and facility in using one's hands to produce or transform things.

5) Musical: The capacity to perceive, transform, and express musical forms.

6) Interpersonal: The ability to perceive and make distinctions in the moods, intentions, motivations, and feeling of other people.

7) Intrapersonal: self-knowledge and the ability to act adaptively on the basic of that knowledge .This intelligence includes having an accurate picture of oneself, awareness of inner mood, intentions, motivations, temperament, and desires.

8) Naturalist: Recognize and classify of the numerous species of an individual's environment.

Imagine there are two boys who want to progress their musical intelligenceMckenize, W. (2002). Multiple intelligences and instructional technology. The first person goes to the music store and buys several of his favorite cassettes. He takes them home, listens to them, and then tries to play what he hears. The second person goes to the music store and buys sheet music. He takes the selections home, studies and reads the music, and then sits down to play. Both of these individuals are working to develop their musical intelligence, but they do it in different ways. The preferred learning style for music for the first person is auditory; the preferred learning style for music for the second person is visual. The preferred style may differ from task to task . MI theory is framed in light of the biological origins. In order to arrive at the list of eight intelligences, Gardner consulted evidence from several different sources. He wanted to make a clear distinction between intelligence with its biological sources and a talent or skill. He was being provocative in his choice of words. He identified the following basic criteria Swan, Michael. "A critical look at the Communicative Approach ". that each intelligence must meet to be considered intelligence.

Exceptional individuals. In some people, we can see intelligences operating at high levels. Some individuals can calculate multidig it numbers in their heads or can play a musical composition after hearing it only once. Savants are people who demonstrate amazing abilities in one intelligence while other intelligences are very low .

Developmental history. Each intelligence has its own developmental history-its time of arising in childhood, its time of peaking during one's lifetime, and its time of gradual decline. Musical intelligence, for example, peaks early, but linguistic intelligence can peak very late.

Evolutionary history. Each intelligence has roots in the evolutionary history of man. For example, archaeological evidence supports the presence of early musical instruments. The cave drawings of Lascaux are good examples of spatial intelligence.

Psychometric findings. We can look at many existing standardized tests for support of the theory of multiple intelligences. The Weschsler Intelligence Scale for Children includes subtests that focus on several of the different intelligences.

Psychological tasks. We can look at psychological studies and witness intelligences working separately. For example, subjects may master a specific skill, such as solving arithmetic problems, but they may still not be able to read well. Also, individuals may havea superior memory for words but not for faces. The tasks seem to be independent from each other.

Core operations. Each intelligence has a set of core operations. For example, with musical intelligence, a person needs to be able to discriminate rhythmic structures and be sensitive to pitch.

Symbol system. Intelligences are susceptible to being symbolized. For example, there are spoken and written languages, graphic languages, computer languages, musical notation systems, and ideographic languages.

2.2 Key Points in Multiple Intelligence Theory

Beyond the description of the eight intelligences and their theoretical underpinnings, certain points of the MI model are important to bear in mind. Armstrong mentions the four key points that educators should pay attention to:

1) Each person possesses all eight intelligences: some people have high level of functioning in all or most of the eight intelligences.

2) Intelligences can be developed: Gardner suggests that everyone has the capacity to develop all eight intelligences to a reasonably high level of performance.

3) Intelligences work together in a complex way: intelligences are always interacting with each other.

4) There are many different ways to be intelligent: There is no standard attributes that one must have in order to be considered intelligent. Someone who is awkward at sport does not mean that she/he cannot be a marvel in building construction.

Each person possesses all eight intelligences. Most people can develop intelligences to an adequate level of competency. Intelligences usually work together in a complex way. There are many ways to be intelligent within each category.

All human beings possess all different intelligences in varying degrees and each individual manifests varying levels of these different intelligences and thus each person has a unique "cognitive profile"; that is, a) all human possess all different intelligences in varying amounts;

b) Each individual has a different composition; c) Different intelligences are located in different areas of the brain and can either working dependently or together; d) By applying Multiple Intelligences we can improve education; and e) These intelligences may define human species.

Assessing Instruments in Multiple Intelligence Theory

“There is no test on the market that can provide a comprehension survey of your students' multiple intelligences. The single best tool for testing students` multiple intelligences, however, is probably one readily available to all of us is observation”. Gardner believes that the classical short-answer examination is of little use. Instead, Gardner is interested in asking people to do things and to observe their skill level in the task under construction.

The MI Teacher

A teacher in an MI classroom differs sharply from a teacher in the traditional classroom. In the traditional classroom, the teachers, while standing at the front of the classroom, write on the blackboard, ask students questions about the assigned reading, and wait while students finish their written work. Whereas in the MI classroom, while keeping their educational objective firmly in mind, the teachers continually shift their method of presentation from linguistic to spatial to musical and so on, often combining intelligences in creative ways. Whether you are a traditional teacher or an MI teacher, educational programs are expected to meet numerous ends. In line with these expectations, it was put forth that students as individuals do not only respond to the stimuli in the world; they possess minds in turn hold pictures, languages, ideas, and so on.

Integrating MI theory in TEFL teacher education programs: EFL teacher educators are responsible for creating curricula for the programs that provide prospective EFL teachers with a foundation for what they should know as professional language teachers. Much of what we include in TEFL programs is based on academic tradition. EFL teachers are expected to know about methods, testing, theory, teaching grammar, reading, speaking, listening, and so forth. Most teacher education programs include courses in all of these subject areas. Teacher education programs are also expected to keep current by introducing teachers to the newest and most creative ideas in second language pedagogy. When new concepts and ideas are embraced by the profession, teacher education programs are challenged with integrating the min to existing.

The Effects of MI on Learning English.

Multiple Intelligence Theory and Foreign Language Learning.

It is shown that there is a relationship between MI and foreign language learning. Exceptional foreign language learners those that in relatively short period of time (about three years) become fluent speakers, and exhibit a highly developed memory ability that is to say, how they are good at assimilating large quantities of news material and at retrieving it while interacting. In this research we are briefly consider how the verbal linguistic intelligence involved in foreign/second language learning can be supported by the other intelligence frame work.

The Musical Rhythmic Frame

The use of music in the language classroom is not new. In suggestopedia, for example, the teacher turns her voice to the classical music during the session. The results of current study show that musical class change the level of learning; students understand better in these methods, so musical intelligence has an effect on learning English. The ability to sense rhythm, pitch, and melody. This includes such skills as the ability to recognize simple songs and to vary speed, tempo, and rhythm in simple melodies. You can help students develop musical intelligence by using tape recorders for listening, singing along, and learning new songs.

The Visual-Spatial Frame

Our visual-spatial intelligence is the ability we have to perceive all the elements: form, shape, line, space, and color. Many students understand that visual teaching aids such as charts, pictures, drawing, slides, posters, and video help to learning English better. The ability to sense form, space, color, line, and shape. It includes the ability to graphically represent visual or spatial ideas. You can help students develop spatial/visual intelligence by providing many opportunities for visual mapping activities and encouraging students to vary the arrangements of materials in space, such as by creating charts and bulletin boards.

The Logical-Mathematical Frame

In the second language classroom problem-solving tasks are useful as learners focus mainly on meaning, but through constant rereading of a text to solve the problem, they acquire a familiarity with the vocabulary and structures used. The ability to use numbers effectively and reason well. This includes such skills as understanding the basic properties of numbers and principles of cause and effect, as well as the ability to predict, using simple machines. You can help students develop logical-mathematical intelligence by providing manipulatives for experimentation with numbers and by using simple machines or computer programs to help children think about cause and effect.

The Bodily-Kinesthetic Frame

It is a different type of playing, drama; games and other activities that are related to the body intelligence. The gesture that we use in teaching is a kind of bodily intelligences. The use of video-club improves comprehension skills; it means by using videos, that is pictorial; students can understand the lesson and imagine the situation better so they can concentrate more in it. The ability to use the body to express the ideas and feelings and to solve the problems. This includes such physical skills as coordination, flexibility, speed, and balance. You can help your students develop their bodily-kinesthetic intelligence by providing opportunities for physical challenges during the second/foreign language Richards, Jack C. Communicative language teaching today. 2005. lesson.

The Interpersonal Frame

Working as group and being cooperative in learning are kinds of interpersonal frames. By using this kind of intelligence we improve listening and speaking task.

The ability to understand another person's moods, feelings, motivations, and intentions. This includes such skills as responding effectively to other people in some pragmatic way, such as getting students or colleagues to participate in a project. As an EFL teacher you can help students develop interpersonal intelligence through activities that involve them in solving problems and resolving conflict.

The Intrapersonal Frame

The intrapersonal intelligence helps us to understand the internal aspects of the self and to practice self - discipline. It can be related to studies about meta-cognitive knowledge and language learning, where meta-cognitive refers to knowledge about oneself, about the language, about procedures or to be used for certain type of tasks. The ability to understand yourself-your strengths, weaknesses, moods, desires, and intentions. This includes such skills as understanding how you are similar to or different from others, reminding yourself to do something, knowing about yourself as a language learner, and knowing how to handle your feelings, such as what to do and how to behave when you are angry or sad. You can help EFL students develop intrapersonal intelligence by letting them express their own preferences and help them understand their own styles of learning.

The Naturalist Frame

All things related to nature can improve speaking and writing skills for example explaining more about writing map, natural words or writing a paragraph about their country and their city.

The ability to recognize and classify plants, minerals, and animals, including rocks and grass, and all variety of flora and fauna. It is also the ability to recognize cultural artifacts like cars or sneakers. You can help your students develop their naturalist intelligence by focusing their attention on the world outside the classroom.

The Effect of MI-Based Reading Task

Modirkamene and Bagherian found out that personal differences have been more effective than educational program. Instruction congruous with various scopes of learning motives could extensively establish a sense of belonging, motivation, competence and enjoyment for the learners. To this end, the significant aim of the researchers on individual differences was to foresee which learners would succeed in the learning. A look at the literature review shows that a number of MIstudies were carried out in the realm of EFL and other languages. For example, Hajhashemi investigated the relationship between EFL learners multiple intelligence profiles and their language learning strategies. He selected 229 EFL students from differing grades and identified their intelligences and language learning strategies by the questionnaires. The findings manifested a significant but low correlation between MI and language learning strategies. All eight types of intelligences, verbal - linguistic, visual - spatial, and logical mathematical intelligences indicated meaningful relation with nearly all strategies. The results obtained from the whole research were as follow: there is a significant relationship between MI and speaking skill. Therefore, it is concluded that the speaking skill can be improved if an individual's MIs is recognized. Armstrong has synthesized these ideas into four key points that educators find attractive .

1. Each person possesses all eight intelligences. In each person the eight intelligences function together in unique ways. Some people have high levels of functioning in all or most of the eight intelligences; a few people lack most of the rudimentary aspects of intelligence. Most people are somewhere in the middle, with a few intelligences highly developed, most modestly developed, and one or two underdeveloped.

2. Intelligences can be developed. Gardner suggests that everyone has the capacity to develop all eight intelligences to a reasonably high level of performance with appropriate encouragement, enrichment, and instruction.

3. Intelligences work together in complex ways. No intelligence really exists byitself in life. Intelligences are always interacting with each other. For example, to cooka meal, one must read a recipe (linguistic), perhaps double it (logical-mathematical), and prepare a menu that satisfies others you may cook for (interpersonal) and yourself (intrapersonal).

4. There are many different ways to be intelligent. There is no standard set of attributes that one must have in order to be considered intelligent. I remember a friend in high school who was completely awkward in the dance class and yet a marvel in building construction. Both activities required bodily- kinesthetic intelligence.

The Effects of MI in Writing

“For ESL/EFL learners, mastery of writing ability is counted as one of the contributing avenues to success in learning the language ”however, writing is a basic communication skill and a conceptualization which unique asset in the process of learning a second language. In his opinion writing is an act of involves thinking, writing, and thinking during the process. Writing is one of the most challenging skills for L2 learner to master and the important roles that one's multiple intelligence can play begin to evolve when we look at how the brain sets out to experience the actual work of reading and writing.

Sadeghi and Farzinzadeh believe that developing the writing ability is a skill which is given slight attention in Iranian contexts both by teachers and learners. A small amount of class time is allocated to developing this skill. Writings are mostly done outside the classroom for which the students seek help from other sources. It is often seen as a means of strengthening vocabulary or grammatical knowledge rather than as a tool for communicating ideas. However, students can ideally benefit from their individual potentials in intelligences to draw on during the act of writing, an attempt writing, an attempt the highlighting of which will bring about valuable benefits. With an eye always on the students' intelligences, a lot can hopefully be done to meet different needs of different students in different settings. Teachers can have other choices available when teaching in addition to that of overemphasizing IQ as the only factor important in learning, and thus this will create a sense of equality by focusing on all individuals possessing whatever intelligence type they might and not only on those who have high IQs.

In an effort to understand learner-centered instruction from the perspective of multiple intelligences (MI), Saricaoglu and Arikan (2009) suggest that the purpose of second teacher action was to investigate the use of MI theory in shaping and informing instructional strategies, curricula development, and alternative forms of assessment with second language learners. Researchers' premise was that given what we know about the educational needs of second language learners, all teachers must be better equipped to widen their pedagogical repertoire to accommodate linguistically, culturally, and cognitively diverse students. The results indicated that students did achieve greater success rates when the MI theory was implemented. Moreover, Researchers has investigated the relationship between gender and MI of specific learners. With an aim of finding out whether or not there were any gender differences in students' intelligence profiles in relation to their gender.

Alternatively, Loori conducted a study on 90 English language learners and found that males showed higher preference in logical/mathematic while females showed higher preference in logical/mathematical intelligence.

On the other hand, Razmjoo found that the use of intrapersonal intelligence by females were higher than that of the males whereas no significant difference was found between male and female participants regarding language success and types of intelligences. Hence, contrasts exist between the results of these two studies which studied the relationship with gender and MI. Borek suggested that having a MI-based classroom can be an appropriate way for students to do their best and develop their own ways of learning. To find empirical evidence for this claim, number of studies were carried out. For example, Buchanan and Furnham conducted a study to examine this role and concluded that women tend to provide lower estimates of general, mathematical, and spatial ability, but higher estimates of interpersonal and intrapersonal intelligence than men. Multiple intelligence theory has been proposed to consider new training methods for his purpose. Gardner mentioned two important advantages of multiple intelligences in his education. They are: It gives the opportunity to plan our education program so as to make the students desired. (For example, musician and scientific training) It enables us to reach more students trying to learn different disciplines and theories learning would be realized much easily on condition that students are trained by using these intelligence fields.

The greatest effect of the theory in the process of teaching is to increase the creativityof teachers in developing teaching strategies. Because, when teachers and planners think activities for each intelligence type, they inevitably enlarge their method and technique repertoire, reveal different and original techniques. As different intelligence types are used in classroom activities during that process, cooperation impossible between the teachers whose expertise areas are completely different from each other. For example, one needs to communicate and get advice of music teacher while planning an activity related to musical intelligence.

The effects of MI on Teaching English

When someone teaches English discovering the MIs in himself and in his students, hecan teach better and more effectively. Based on researchers' experience in teaching English as a foreign language (TEFL) field, they noticed that most students face difficulties in learning EFL in particular situations, while the same students are good at other activities in the class. Thus, MI has some implications for teachers which are as follows:

1. As a tool to help students develop understanding and appreciation of their own strengths and preferred the way of learning.

2. As a tool to develop a better understanding of learners intelligences.

3. As a guide to provide a greater variety of ways for students to learn and to demonstrate their learning.

4. As a guide to develop lesson plans that addresses the full range of learners need.

The Relationship between MI and Successful Teaching

There is much evidence confirming that schools and institutions where multiple intelligences theory is applied are effective and with the understanding of the theory, teachers can better understand the learners. They can allow learners to discover their strengths, learn in many ways, and can help students to be in control of their learning. It is known that schools have emphasized reading and writing in language teaching. The multiple intelligences theory opens the door to a variety of teaching strategies which can be easily applied in the language classroom.

The Impact of Multiple Intelligences on Developing Teachers' Speaking Skill

Speaking skill plays a vital role in the communication process. It is the most important one among wide variety of linguistic activities. Developing speaking skill contributes to creating an effective connection among the individual's members of society. It is an active part in their daily life and a tool for learning.

Gardner's Categories of Intelligence:

Gardner suggested that every person has individual intelligences' profile that consists of combinations of seven different intelligence types. “In 1999, Gardner added the eighth intelligence type to the list; that is, natural intelligence. Moreover, two years later, the ninth type, namely existential intelligence was added to the list”.

The Effect of MI-Based Reading Task. The results obtained from the whole research were as follow: there is a significant relationship between MI and speaking skill. Therefore, it is concluded that the speaking skill can be improved if an individual's MIs is recognized. Armstrong has synthesized these ideas into four key points Armstrong, T. (2008). Multiple intelligences in the classroom. California: Alexandria. that educators find attractive

1. Each person possesses all eight intelligences. In each person the eight intelligences function together in unique ways. Some people have high levels of functioning in all or most of the eight intelligences; a few people lack most of the rudimentary aspects of intelligence. Most people are somewhere in the middle, with a few intelligences highly developed, most modestly developed, and one or two underdeveloped.

2. Intelligences can be developed. Gardner suggests that everyone has the capacity to develop all eight intelligences to a reasonably high level of performance with appropriate encouragement, enrichment, and instruction.

3. Intelligences work together in complex ways. No intelligence really exists by it self in life. Intelligences are always interacting with each other. For example, to cook a meal, one must read a recipe (linguistic), perhaps double it (logical-mathematical), and prepare a menu that satisfies others you may cook for (interpersonal) and yourself (intrapersonal).

4. There are many different ways to be intelligent. There is no standard set of attributes that one must have in order to be considered intelligent. I remember a friend in high school who was completely awkward in the dance class and yet a marvel in building construction. Both activities required bodily- kinesthetic intelligence.

CONCLUSION

The main purpose of this work was to review communicative language teaching and intelligence types that students employ in relation to their foreign language learning. Saricaoglu and Arikanar gued that logical-mathematical intelligence was the leading intelligence type and the musical intelligence was the least common intelligence type employed by the students who participated in this work. It can be concluded that no single method of teaching writing can best suit all types of learners since writing is shown to be differentially related to different types of intelligence and since human beings enjoy different levels of the various types of intelligence, the logical result to be drawn is that learners will experience differential success no matter how they are taught writing. Sadeghi and Farzizadeh concluded that the components of MI had a significant correlation with writing ability. In the second or foreign language classrooms, it is possible to motivate learners by different activities relating to the different intelligences. Pishghadam and Moafiun concluded that no significant differences were found between Multiple Intelligences and successful teaching. Salem's study proved the effectiveness of MI based instruction on developing speaking skill of the pre-service teachers of English language classroom.

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