Using multiple intelligences theory in task-based language teaching

Authors

  • Mónica Ontaneda Rea Universidad de Guayaquil

DOI:

https://doi.org/10.53591/rug.v120i2.704

Keywords:

Multiple Intelligences, task-based pedagogy, English, language

Abstract

It is important to know that language learning is a process that involves perception, memory, thinking, imagination and many intellectual factors that let us gain knowledge in different ways. Therefore, the theory of multiple intelligences focuses on a learning process as an important key to work with a variety of students’ abilities. Besides, the concept of MI theory lets teachers explore that intelligences in teaching a language is changing the conventional methods into task-based approach used for real situations, helping teachers to systematically and comprehensively develop a variety of intelligences that promote English teaching quality and get good results with students.

References

Armstrong, T (2000). Multiple Intelligences in the classroom. Virginia: Association for Surpervision and Curriculum Development publications.

Riddell D. (2001). Teaching English as a foreign/second Language. Ontario: McGraw-Hill publications.

Gardener, H. (2008). Promoting learner engagement using multiple intelligences and choice-based instruction. Adult Basic Education and Literacy Journal., 5(2), 97-101.

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Published

2015-05-01

How to Cite

Ontaneda Rea, M. (2015). Using multiple intelligences theory in task-based language teaching. Revista Universidad De Guayaquil, 120(2), 25–30. https://doi.org/10.53591/rug.v120i2.704

Issue

Vol. 120 No. 2 (2015): May-August

Section

Research Articles

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