Multiple intelligences in language acquisition

Abstract: Better understanding of individual cognitive factors that account for
successful second language acquisition/learning is an important goal and of great
interest for many researchers in the field of language study. Gardner’s (1983) Multiple
Intelligences Theory has proved that intelligence, as an individual cognitive factor, has
a significant influence on the process of SLA and can account for the learners’ variation
in second language learning. The theory of Multiple Intelligences has caused some
educators and language researchers to reassess classroom practices both in education
in general and in many areas of language teaching and learning in specific. Before
investigating the effect of this important factor, a comprehensive understanding of the
term seems to be essential. Therefore, through a detailed literature review, this paper is
an attempt to outline the concept of intelligence as well as the role of intelligence in major
SLA approaches. Moreover, Gardner’s theory of Multiple Intelligences is outlined and
its key features are discussed in detail through this paper. Finally, drawing on the role of
Multiple Intelligences, this paper tries to elucidate the applications and implications of
this theory in relation to second language teaching and learning. This should enable a
clearer picture to emerge about the relative importance of intelligence among the
constellation of factors associated with second language acquisition.