THESIS Submitted to the Faculty of Arts and Languages Department Of
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Université Sétif2 PEOPLE’S DEMOCRATIC REPUBLIC OF ALGERIA MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH FERHAT ABBES UNIVERSITY –SETIF FACULTY OF LETTERS AND LANGUAGES DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE THESIS Submitted to the Faculty of Arts and Languages Department of English Language and Literature to Obtain an Es Science Doctorate in Applied Linguistics and TEFL TITLE: Multiple Intelligences and Teaching English as a Foreign Language The Case of Second -Year Pupils at Malika Gaid Secondary School Sétif Prepared by: Supervisor: Abdelhak HAMMOUDI Pr. Ahmed MOUMENE Board of Examiners Chairman: Pr. Hassen SAADI University of Constantine Examiner: Pr. Said KESKES University of Sétif Examiner :Dr. Zahia MEBARKI University of Sétif Examiner: Dr. Amel BAHLOUL University of Batna 2010 Université Sétif2 . Dedication I dedicate this thesis to my family and friends. A special feeling of gratitude goes to Mrs.Cheriet, head of Mentally Retarded Children School (Assafir El Djenna-Sétif) who allowed us to observe, discuss with and video her students in class. I also dedicate this work to Alison Oswald who supported me through her website with adequate MI based materials, and to Margaret Warner who proofread the poetry materials and supported it with a foreword. I will always appreciate all they have done. i Université Sétif2 Acknowledgments This work would not have been possible without the expert guidance of my esteemed supervisor Prof. Ahmed MOUMENE. His oral and written comments were extremely perceptive. His insightful comments and constructive criticisms at different stages of my research were thought-provoking and very helpful. I am deeply thankful to him. I am also grateful to the board of examiners for their willingness to evaluate my work and to provide helpful comments and remarks: Professor Hassen SAADI from Constantine University Professor Said KESKES from Sétif University Doctor Amel BAHLOUL from Batna University Doctor Zahia MEBARKI from Sétif University Thanks are due to the Head of Malika Gaid Secondary-School, to Mrs. Khenchouch and her second-year pupils for their enormous contribution to the fulfillment of the field work. ii Université Sétif2 Abstract The purpose of this study is twofold. Firstly, it aims to examine whether implementing Multiple Intelligences theory would enhance students' comprehension of the English teaching materials. Secondly, it strives to discover whether there is a relationship between Linguistic Intelligence and linguistic proficiency. To meet the first purpose, we have used two questionnaires A and B: one for the pupils and the other for the teacher. The questions in questionnaire A are framed so as to allow for statistical analysis of the pupils' answers and to get a feedback of quantitative nature. Questionnaire B comprises a number of open-ended questions to allow for more unstructured commentary on the part of their teacher and to get a feedback of qualitative nature.The second purpose was achieved through the use of McKenzie's (1999) multiple intelligences inventory. The sample of the first purpose consisted of thirty four pupils. They were administered questionnaire A to assess their level of comprehension of the material presented through the Multiple Intelligences Theory and their teacher's performance. After the presentation of this material, the results revealed that students' ability to comprehend the teaching material improved considerably: The questionnaire revealed that 90.01 % of the population favored the MI based lesson plans over the traditional ones. The teacher's reply to the questionnaire showed that the MI based material did enhance the pupils' motivation, facilitated the teacher's task and resulted in better results. The sample of the second purpose was one hundred secondary school pupils. They were given the Multiple Intelligences Inventory to diagnose the pupils who have a high level of Linguistic Intelligence. Next, we have calculated the mean of the marks each pupil has had during the whole academic year, separating the high from the middle and low achievers. Afterwards, we have compared the marks of the high English language achievers with their Linguistic Intelligence level to see whether there is a relationship between Linguistic Intelligence and their achievement. McKenzie's (1999) multiple intelligences inventory iii Université Sétif2 enabled us to understand that English language learning is intrinsically related to Linguistic Intelligence. It showed that 80.39 per cent of the pupils who got good marks in English examinations had strong Linguistic Intelligence. In addition to the main aim of this research work, two salient objectives have been reached: (a) A new teaching approach labeled ECPTA (Ending Classroom Prescribed Teaching Approaches) which takes into account the cultural background of the learner, and (b) new intelligences which respect Gardner's (2003) criteria: (a) the existence of idiot savants, prodigies and other exceptional individuals (b) an identifiable core operation or set of operations, and (c) an evolutionary history and evolutionary plausibility. iv Université Sétif2 List of Tables Table 1 Scheme of Learning 20 Table 2 Teacher-Dominated and Cognitive Perspectives 40 Table 3 Events of Instructions 52 Table 4 Methods and Teacher and Learner Roles 61 Table 5 Intelligence Components 87 Table 6 Gardner’s Criteria to Identify Intelligences 99 Table 7 Multiple Intelligences 112 Table 8 MI Theory Summary 114 Table 9 MI Theory Summary 116 Table 10 Eight Ways of Learning 139 Table 11 MI Theory and Bloom's Taxonomy 172 Table 12 Lesson Evaluation Checklist 189 Table 13 Observation Checklist 218 Table 14 Belanca Checklist 230 Table 15 Traditional and MI Based Assessment 233 Table 16 Population 244 Table 17 Distribution of the Different Intelligences 247 Table 18 Pupils' Predominant Intelligences 249 Table 19 Percentages of the Various Intelligences 250 Table 20 Distribution of the Different Intelligences 254 Table 21 Comparison of Pupils' Marks 256 Table 22 Implications for Teaching 318 v Université Sétif2 List of Figures Figure 1 The Research Cycle 06 Figure 2 Learning Definition 17 Figure 3 Maslow’s Hierarchy of Motivation 24 Figure 4 NLP 31 Figure 5 Brain Images 41 Figure 6 the Content of the Story 56 Figure 7 The ECPT Approach 103 Figure 8 Intelligence according to “Intelligence: knowns and Unknowns" 116 Figure 9 Intelligence according to "Main Stream Science" 118 Figure 10 Anatomy of the Brain 167 Figure 11 Distribution of the Different Intelligences 280 Figure 12 Percentages of the Various Intelligences 282 Figure 13 Verbal Intelligence 289 Figure 14 English Marks Vs Predominant Intelligence 290 Figure 15 Pupils' Responses to the Questionnaire 293 vi Université Sétif2 List of Abbreviations Abbreviations Meaning page MI Multiple Intelligences 02 EFL English as a Foreign Language 05 IS Intelligence.System 08 BEM Brevet d’Enseignement Moyen 64 BBB Breaking the car, Breaking through and Breaking free 68 S-R Stimulus- Response 73 NLP Neuro Linguistic Programming 83 VAK Visual , Auditory and Kinesthetic 87 MRI Magnetic Reasoning Imaging 90 EEG Electroencephalogram 90 PET Scan check 90 CAT Scanner check 90 fMRI Functional magnetic reasoning image 93 PPP Presentation, Practice and Production 109 LAD Language Acquisition Device 130 LASS Language Acquisition Support System 130 TL Target Language 134 ECPTA Ending Classroom Prescribed Teaching Approaches 146 CLT Communicative Language Teaching 153 OBEMLA 191 IQ Intelligence Quotient IEARN The International Education and Resource Network 195 ATT Advanced training technologies 196 vii Université Sétif2 MIDI Musical Instrument Digital Interface 197 SIT School of International Training (SIT) 198 ATMI Association for Technology in Music Instruction 198 VCR Video Cassette Recorder 199 IBM International Business Machines 200 ACTFL American Council on the Teaching of Foreign Languages 200 TOEFL Test of English as a Foreign Language 233 CESL Center for English as a Second Language 233 OPI Oral proficiency interview 233 TOEIC Test of English for International Communication 234 IELTS International English Language Testing System 234 SOPI The Simulated Oral Performance Interview 234 TSE Test of Spoken English 235 CELS Certificates in English Language Skills 235 PEPs Projects, Exhibitions, and Presentations 239 B.S Bachelor of Science 270 ISTE International Society for Teacher Education 270 CoSN Consortium for school networking 271 ED Education 271 MassCUE Massachusetts Computer Using Educators organization 271 NETS National Educational Technology Standard 272 ASCD Association for Supervision and Curriculum Development 273 viii Université Sétif2 CONTENTS Dedication ……………………………………………………………………………. i Acknowledgments ………………………………………………………………….. ..ii Abstract ……………………………………………………………………………….iii List of Tables…………………………………………………………………………..v List of Figures………………………………………………………………………….vi Introduction……..…………………………………………………………………01 1 Overview ………….……………………………………………………………..01 2 Statement of the Problem……………………………………………………………03 3 Significance of Study………………………………………………………………. 03 4 research Questions…………………………………………………………………..04 5 Basic Assumptions…………………………………………………………………..04 6 Hypotheses…………………………………………………………………………..05 7 Methodology Design………………………………………………………………...05 8 Limitations of the Study………………………………………………………….… 08 9 Definition of Multiple Intelligences Terms …………………………………………09 10 Procedure for Collecting and Treating Data………………………………….… …09 11 Presenting Data …………………………………………………………………….10 1 Chapter