هوش چندگانه به عنوان پیش‌بینی‌کننده دانش منظور شناختی در زمینه کنش های کلامی پربسامد زبان انگلیسی

چکیده

به خاطر اهمیت نقش هوش­چندگانه در یادگیری زبان دوم که مورد تایید مطالعات موجود می­باشد، برخی از محققین حیطه منظور­شناختی خواستار مطالعه سهم انواع هوش­چندگانه در توسعه توانش منظورشناختی شده­اند (تاگوچی و روور، 2017).  بنابراین، مطالعه حاضر تلاش کرده­است رابطه بین هوش­چندگانه زبان­آموزان زبان دوم و دانش منظورشناختی آنها در زمینه کنش­های­کلامی را بسنجند. نمونه آماری شامل ۱۲۴ زبان­آموز زبان انگلیسی که بر اساس عملکردشان در آزمون بسندگی میشیگان از بین 206 نفر زبان آموز از دو دانشگاه دولتی انتخاب شده­بودند، در این مطالعه شرکت­کردند. جمع­آوری داده­ها در دو گام پیاپی انجام­شد. نخست، پرسشنامه هوش­چندگانه مکینزی (1999) دربرگیرنده ۹۰ سوال توسط مشارکت­کنندگان پر­شد و سپس آزمون چندگزینه‌ای کنش­های­کلامی دربرگیرنده تقاضا، معذرت‌خواهی، ردتقاضا، شکایت، تعریف و تمجید/ و پاسخ به تعریف و تمجید به زبان­آموزان داده­شد. تجزیه و تحلیل داده­ها با استفاده از رگرسیون چندگانه نشان­داد که چهار نوع هوش شامل هوش­های منطقی، بین فردی، کلامی، و بینافردی پیش­بینی­کننده­های معنی دار دانش کنش­های­کلامی بودند، اما پنج هوش دیگر شامل هوش طبیعی، موسیقی، وجود شناسی، فضایی، و جنبشی پیش­بینی­کننده­های معنی­دایر نبودند. نتایج این تحقیق می­تواند برای معلمان زبان خارجه که می­خواهند دانش منظورشناختی زبان‌آموزان­شان را با توجه به انواع هوش­های چندگانه آنها توسعه­دهند، مفید است.

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