Gardner’s Multiple Intelligences Theory: Implications for Teachers and Students

Abstract

The multiple intelligence theory (MIT) was proposed by Gardner in 1983, and since then it has been a major concern for many researchers. The present study seeks to review the impact of Multiple Intelligences (MI) on Learning English as a second/Foreign Language (LESFL) and the association between multiple Intelligences and Students’ Learning Improvement (SLI) and Teachers’ Roles (TR). Gardner’s Theory presents nine types of intelligences and assumes that they are all influential on the language four skills. In this article, the author tries to test this assumption drawing on the findings of various MI studies, especially their pedagogical implications on English language learning and teaching. The results reveal that MIT has a great impact on ES/F foreign language learning and teaching and that a firm link between MI and students’ four skills’ enhancement and teachers’ roles in the classroom.