A Study of Multiple Intelligence Based English Language Teaching Using Task Based Approach

ENGLISH

This research is to find out the effectiveness of Multiple Intelligences (MI) theory in Indian ESL classrooms with reference to Task-Based Approach (TBA). MI theory has challenged the long-held unitary concept and assumptions of intelligences. It says that every individual is intelligent in at least eight different ways. The proponent of this theory Howard Gardner (1983) says that MI theory has its provision of at least eight different potential pathways to learning. If a teacher finds it difficult to reach a student in the traditional linguistic or logical-mathematical ways, MI theory suggests several other ways to make students learn. The integration of MI theory with TBA, which is the aim of the present study, provides learners a holistic growth and leads them to Self-learning. This research is supported by an empirical study based on an experimental and a survey method. After teaching the students for a stipulated period of time integrating MI theory with TBA, the questionnaires were implemented, data was collected, analysed and interpreted. From the analysis of the data, findings were drawn comparing the data of the students’ prior knowledge of MI theory, students’ Intelligence Profile, and the learning outcome of the blending of MI theory and TBA. The successful application of MI theory and TBA in ELT, followed by the analysis of the data and interpretations, proved to be highly significant in enabling the learners develop the habit of self-learning and attain a holistic growth.

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