In the theoretical part of the thesis I present the background to the concept of intelligence and identified it in relation to the existing definitions. The second part of the chapter shows a historical review of concepts of intelligence by authors: Gall, Galton, Binet, Stern, Wechsler, Piaget, Spearman, Thurston, Cattell and Horn. In the following chapter I focused on describing Gardner’s theory of multiple intelligences. The starting point of the theory and the criteria on which the theory is based follows, and is expanded by describing each of the intelligences. After explaining the basics of the subject, there is a part dedicated to learning a foreign language. This part is presented from the perspectives of developmental stages of pupils, a personalized approach, motivation for learning and linguistic abilities of an individual in the process of learning a foreign language. The last chapters of the theoretical part contain a few paragraphs dedicated to the integration of multiple intelligences theory in foreign language teaching. Within the chapter on foreign language teaching, I focused on the integration of the theory of multiple intelligences into foreign language teaching together with the presentation of some examples of good practice. The theoretical part is concluded with the presentation of criticism of Gardner’s theory.
In the empirical part I identified the methods and techniques that develop the multiple intelligences, according to some pupils involved in the survey, teachers use in teaching English and which are the methods and techniques which help students learn more easily. For this matter students were given a questionnaire, which they had to fill out. I also took an interview with the teachers who are teaching these same students and wanted to find out if they were familiar with the theory of multiple intelligence and if their lessons include activities that promote the development of all intelligences.
|
