Uzbekistan Republic Termez state university Foreign philology faculty Course work Subject

Uzbekistan Republic
Termez state university
Foreign philology faculty


Course work
Subject : Essential elements of teaching foreign language

Teacher: Khaydarova Kamola

Student : Choriyeva Mukhlisa

Group : 309

INTRODUCTION………………………………………………………………...3
CHAPTER ONE. DEVALOPING STUDENTS` MULTIPLE
INTELLIGENCES IN TEACHING A FOREIGN LANGUAGE
1.1 Devaloping students` multiple intelligences in teaching a foreign language ……9
1.2 Frames for language teaching ………………………………………………..12
CHAPTER TWO. LANGUAGE LEARNING AND TEACHING
2.1 Integrating mi theory in tefl teacher education programs…………………….14
2.2 The types of frame……………………………………………………………..18
CHAPTER THREE. ESSENTIAL INTELLIGENCES AND STYLES IN LANGUAGE TEACHING
3.1 Techniques addressed to styles: the peripheral stimuli ……………………….20
3.2 Tecniques addressed to intelligences and the outline of a ‘multiple intelligence approach’………………………………………………………………………….23
CONCLUSION…………………………………………………………………..28
REFERENCES…………………………………………………………………..30


INTRODUCTION
Howard Gardner's multiple intelligences theory (MIT) (1983,1999) an important contribution to cognitive science and constitutes a learner-based philosophy which "an increasingly popular approach to characterizing the ways in which learners are unique and to developing instruction to respond to this uniqueness"(Richards Rodgers, 2001: 123). MIT a rationalist model that describes nine different intelligences. It has evolved in to the need to reach a better understanding of how cognitive individual differences can be addressed and developed in the classroom. Gardner (1999) and his research associates identified the mathematical-logical, the verbal-linguistic, the musical-rhythmic, the bodily-kinaesthetic, the the intrapersonal, the visual-spatial, the naturalist and the existential intelligences. The following criteria used in MIT to identify an intelligence: it "entails the ability to problems", involves a "biological proclivity", it has "an identifiable neurological core operation or set of operations" and it is "susceptible to encoding in a symbol system ... which captures and conveys important forms of information" (Gardner 1999: 15-16).
These different intelligences reflect a pluralistic panorama of learners' individual differences; they are understood as personal each individual possesses to make sense out of new information and to store it in such a way that it can be easily retrieved when needed for use. The different intelligences are of neutral value; none of them is considered superior to the others. In their basic form, they are present to extent in everyone, although a person generally be more talented in than in others. Each of these frames is autonomous, changeable and trainable (Armstrong, 1999) and they interact to facilitate the solution of daily problems.
In this chapter, MIT in the EFL classroom be considered as a framework that can language teachers to give recognition to the holistic nature of learners and to address student diversity. It enables teachers to organize avariety of contexts that offer learners a variety of ways to engage meaning and strengthen memory pathways; it is a teacher-friendly for planning that can increase the attractiveness of language learning tasks and therefore favourable motivational conditions.
The aim of this study is to report the effects of multiple intelligences (MI) on learning and teaching English. It is
assumed that there is a positive relationship between MI and learning English. For the first time, it was
Gardner(1983)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” (Armstrong, 2008).
Gardner (1983) 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 (2001) 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” (McKenzie, 2002, p. 156
The aim of this study is to report the effects of multiple intelligences (MI) on learning and teaching English. It is
assumed that there is a positive relationship between MI and learning English. For the first time, it was
Gardner(1983)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” (Armstrong, 2008).
Gardner (1983) 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 (2001) 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” (McKenzie, 2002, p. 156
The aim of this study is to report the effects of multiple intelligences (MI) on learning and teaching English. It is
assumed that there is a positive relationship between MI and learning English. For the first time, it was
Gardner(1983)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” (Armstrong, 2008).
Gardner (1983) 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 (2001) 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” (McKenzie, 2002, p. 156
The aim of this study is to report the effects of multiple intelligences (MI) on learning and teaching English. It is
assumed that there is a positive relationship between MI and learning English. For the first time, it was
Gardner(1983)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” (Armstrong, 2008).
Gardner (1983) 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 (2001) 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” (McKenzie, 2002, p. 156
The aim of this study is to report the effects of multiple intelligences (MI) on learning and teaching English. It is
assumed that there is a positive relationship between MI and learning English. For the first time, it was
Gardner(1983)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).
Based on Gardner’s (2001) 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” (McKenzie, 2002, p. 156).
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 Interpersona
l 1.2.3 Kinesthetic
1.3 Introspective
1.3.1 Intro personal
1.3.2 Visual
1.3.3 Existential
Analytic: Introspective: Interactive:
1. Logical 1. Visual 1. Kinesthetic
2. Rhythmic 2. Existential 2. Interpersonal
3. Naturalist 3. Intrapersonal 3. Linguistic
It is important for us as teachers to understand and recognize MIT and apply MI in our classes; therefore, teaching methodology will make changes and students’ performance will improve to a greater extent.