TO THE QUESTION OF DETERMINING THE LEVELS OF INTELLIGENCE TYPES DEVELOPMENT IN THE CONTEXT OF LEARNING FOREIGN LANGUAGES
Today, the theory of G. Gardner’s multiple intelligence has become of great interest for the pedagogical community since it enables to look at the teaching-learning process from a new perspective. Despite the fact that the theory is actively employed in education, teachers do not take into account the contextual nature of the functioning of the intelligence types.
The paper presents the results of multiple testing of the author’s methodology for determining the levels of development of intelligence types in the context of learning foreign languages. The author introduces a fundamentally new term “types of intelligence in the context of learning a foreign language” and studies the problem of determining the levels of development of intelligence types in the context of learning a foreign language. The author specifies the main provisions of the theory of multiple intelligence that were subsequently used to develop a questionnaire to determine the levels of intelligence development. An exercise has been defined as one of the key tools for activating, developing and determining the level of intelligence development. A fragment of the table represents the correlation of exercises, techniques, and technologies of teaching a foreign language to students with spatial and kinesthetic types of intelligence.
The results of the current study reinforce the findings of previous experiments concerning the theory of multiple intelligence and prove the effectiveness of the questionnaire in determining the level of development of intelligence types of students in the context of learning foreign languages. Moreover, the data obtained lead to the conclusion that types of intelligence with a high level of development influence the choice of future professional activity.
Kovaleva A.S. The role of subjective individualization in improving the second language skills of students from non-linguistic specialties. Vektor nauki Tolyattinskogo gosudarstvennogo universiteta. Seriya: Pedagogika, psikhologiya, 2017, no. 4, pp. 29–35.
Kovaleva A.S. Determination of the levels of development of the intelligence types in the context of learning foreign languages. Vektor nauki Tolyattinskogo gosudarstvennogo universiteta. Seriya: Pedagogika, psikhologiya, 2018, no. 2, pp. 27–32.
Gardner H. Frames of mind: The Theory of multiple intelligences. Twenty-Fifth Anniversary Edition with new introduction. New York, Basic Books Publ., 2011. 512 p.
Moran S., Gardner H. Hill, Skill, and Will: Executive function from a multiple intelligences perspective. Executive function in education: From theory to practice. New York, Guilford Press Publ., 2018, pp. 25–56.
Gardner H., Kornhaber M., Chen J. The Theory of Multiple Intelligences: Psychological and Educational Perspectives. The Nature of Human Intelligence. Cambridge, Cambridge University Press Publ., 2018, pp. 116–129.
Coles R. The Moral Intelligence of Children. New York, Random House Publ., 2011. 224 p.
Linn A. Sila emotsionalnogo intellekta. Kak ego razvit dlya raboty i zhizni [The EQ Difference. Powerful plan for putting emotional intelligence to work]. Moscow, Mif Publ., 2018. 320 p.
Brody N. What cognitive intelligence is and what emotional intelligence is not. Psychological Inquiry, 2004, vol. 15, no. 3, pp. 234–238.
Byuzen T. Umnye roditeli – genialnyy rebenok [Intelligent parents – a gifted child]. Minsk, Popurri Publ., 2017. 464 p.
Bakič-Mirič N., Erkinovich Gaipov D. Open to Interpretation: Multiple Intelligences Teaching Approach in English for Specific Purposes. Research Papers in Language Teaching and Learning, 2017, vol. 8, no. 1, pp. 44–61.
Anastasiadou A., Iliopoulou K. Reconceptualising schooling: implementing CLIL to cater for all types of multiple intelligences. Research Papers in Language Teaching and Learning, 2017, vol. 8, no. 1, pp. 74–87.
Passov E.I., Kuzovleva N.E. Urok inostrannogo yazyka [Foreign language lesson]. Rostov-on-Don, Feniks Publ., 2010. 610 p.
Kholodnaya M.A. Kognitivnye stili: O prirode individualnogo uma [Cognitive styles: on the nature of the individual mind]. Moscow, PERSE Publ., 2002. 384 p.
Galeeva N.L. ILS technology as a means of managing the quality of education in the “teacher-student” system. Formirovanie metodologicheskoy kultury uchitelya kak sredstvo povysheniya kachestva obrazovaniya. Moscow, YuOUO Publ., 2005, pp. 101–114.
Liver B.Lu. Obuchenie vsego klassa [Teaching the whole class]. Moscow, Novaya shkola Publ., 1995. 48 p.
Igishev K., ed. Concise Explanatory Psychological-Psychiatric Dictionary. Nauka. Iskusstvo. Velichie. 2008. URL: med.niv.ru/doc/dictionary/psycho-psychiatric/index.htm.
Azimov E.G., Shchukin A.N. Novyy slovar metodicheskikh terminov i ponyatiy (teoriya i praktika obucheniya yazykam) [New glossary of methodological terms and concepts (theory and practice of teaching languages)]. Moscow, Ikar Publ., 2009. 448 p.
Mitchell H.Q. New Yippee! Austin, MM Publications, 2012. 80 p.
Prodromou L., Prodromou P., Cowan A. Flash on English. Recanati, ELI Publishing, 2011. 144 p.
Puchta H., Rinvolucri M. Multiple Intelligence in EFL. London, Helbling Languages Publ., 2005. 158 p.
Shearer B. The MIDAS Handbook: Common Miracles in Your School. Kent, MI research and consulting Publ., 2013. 152 p.