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REFLECTION ON MULTIPLE INTELLIGENCES THEORY AS A FRAMEWORK FOR ELT: MEETING ESP LEARNERS’ SPECIFIC NEEDS

Yıl 2019, Cilt 5, Sayı 14, 179 - 186, 15.09.2019
https://doi.org/10.18768/ijaedu.593499

Öz

Promoting Moroccan educational system has been the subject of much debate recently. Most teachers’ concern is how to face some unprecedented classroom dilemmas such as large classroom size and the increasing diversity among learners. Teaching theories contend that learners come into the classroom context with different sets of prior knowledge and experiences expecting the teaching styles to be multilayered matching their own individual inclinations.  One of the challenges for ELT is to cater for this variety and come up with one particular teaching method that can pour in different baskets and meets a wide range of needs. Accordingly, this paper aims to highlight the merits of Multiple Intelligences theory (MI) in meeting learners’ specific needs. Such an objective is achieved through the experiential learning cycle of Kolb and Fryer (1975) which situates the present study within the tenets of reflective practice research approach. The experience takes place in an ESP classroom, namely, in the High Institution of Tourism at the Faculty of Education in Rabat in Morocco with the participation of 64 learners. Two patterns of results are displayed; firstly, the teacher’s reflection on the teaching experience reveals that learners’ motivation and integration in classroom activities increase in comparison to the year before, and their proficiency in the English language improves as well. The second pattern of result is related to students’ reflection on their own learning experience; accordingly learners feel more autonomous and responsible and they believe that such a method touches their everyone’s need.

Kaynakça

  • Atkins, S., & Murphy, K. (1994) Reflection: a review of the literature. Journal of Advanced Nursing, 18, pp.1188-1192. Armstrong, T. (1994). Multiple Intelligences In The Classroom,Virginia. Association for Supervision and Curriculum Development. Armstrong, T. (2000). Multiple intelligences in the classroom (2nd Ed.). Alexandria VA: Association for Supervision and Curriculum Development. Armstrong, M. (2009) Armstrong's Handbook of Human Resource Management Practice. 11th Edition, Kogan Page, London. Basturkmen, H. (2006). Ideas and Options in English for Specific Purposes. Mahwah, New Jersey: Lawrence Erlbaum Associates Benesch, S. (1996). Needs Analysis and Curriculum Development in EAP: An Example of a Critical Approach. Source: TESOL Quarterly, Vol. 30, No. 4 (Winter, 1996), pp. 723-738 Published by: Teachers of English to Speakers of Other Languages, Inc. (TESOL) Stable URL: https://www.jstor.org/stable/3587931 Bolton, G. (2010) Reflective Practice. Writing and Professional Development. 3rd ed., London: Sage Publications. Boud, D., Keogh, R., & Walker, D. (1985) Reflection: Turning Experience into Learning. London: Kogan Page Cohen, L., Manion, L. and Morrison, K. (2000) Research Methods in Education. 5th Edition, Routledge Falmer, London. Christison, M. A., & Kennedy, D. (1999). Multiple Intelligences: Theory and Practice in Adult ESL. Eric Digest ED441350. Dudley-Evans, T & St John, M. (1998). Developments in English for Specific Purposes: A Multi-Disciplinary Approach. Cambridge: Cambridge University Press. Gardner, H. (1983). Frames ofmirid: The fheory of rndtiple intelligences. New York: Basic Books. Gardner, H. (1985). Frames of mind: The theory of multiple intelligences. New York: Basic Books. Gardner, H. (2011). Frames of Mind: The theory of multiple intelligences (3rd Ed.). New York: Basic Books. Hutchinson, T & Waters, A. (1987) English for Specific Purposes: A Learning Centred Approach. Cambridge: Cambridge University Press. Hyland, K & Lillian, L, C. (2013). Innovation and Change in English Language Education. Routledge: USA. Johns, A & Dudley-Evans, T. (1991). English for Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly. (June, 2010) Kolb. D. A., & Fry, R. (1975). Towards an applied theory of experiential learning. In C. Cooper (Ed.), Theories of Group Process. London John Wiley. Kolb, D. (1988) The Process of Experiential Learning. In: Kolb, D. (eds) Experience as the Source of Learning and Development. London: Prentice Hall Mackay, R & Mountford, A. (1978). English for Specific Purposes: A Case Study Approach. London: Longman. Moon, J. (2004) A Handbook of Reflective and Experiential Learning. London: Routledge. Munby, J. (1978). Communicative Syllabus Design. Cambridge: Cambridge University Press. Rolfe, G., Jasper, M., & Freshwater, D. (2011) Critical reflection in practice, generating knowledge for care. London: Palgrave Macmillan. Sava, S. (2012). Needs Analysis and Programme Planning in Adult Education. Published by: Verlag Barbara Budrich. (2012) Stable URL: https://www.jstor.org/stable/j.ctvbkjvs2.8 Schӧn, D. (1983) The Reflective Practitioner. London: Temple Smith. Schӧn, D. (1987) Education The Reflective Practitioner. San Francisco: Jossey-Bass Wagner, R. K., & Stemberg, R. J. (1988). Tacit knowledge ardiriteilige~ice irr the wetyday world- New York: Cambridge University Press. Wallace, M, J. (1998). Action Research for Language Teachers. Cambridge: Cambridge University Press. Walters, J., & Gardner, H. ( 1 984). The development of Education of Intelligences. (ERIC Document Reproduction Service No. 254 545)

Yıl 2019, Cilt 5, Sayı 14, 179 - 186, 15.09.2019
https://doi.org/10.18768/ijaedu.593499

Öz

Kaynakça

  • Atkins, S., & Murphy, K. (1994) Reflection: a review of the literature. Journal of Advanced Nursing, 18, pp.1188-1192. Armstrong, T. (1994). Multiple Intelligences In The Classroom,Virginia. Association for Supervision and Curriculum Development. Armstrong, T. (2000). Multiple intelligences in the classroom (2nd Ed.). Alexandria VA: Association for Supervision and Curriculum Development. Armstrong, M. (2009) Armstrong's Handbook of Human Resource Management Practice. 11th Edition, Kogan Page, London. Basturkmen, H. (2006). Ideas and Options in English for Specific Purposes. Mahwah, New Jersey: Lawrence Erlbaum Associates Benesch, S. (1996). Needs Analysis and Curriculum Development in EAP: An Example of a Critical Approach. Source: TESOL Quarterly, Vol. 30, No. 4 (Winter, 1996), pp. 723-738 Published by: Teachers of English to Speakers of Other Languages, Inc. (TESOL) Stable URL: https://www.jstor.org/stable/3587931 Bolton, G. (2010) Reflective Practice. Writing and Professional Development. 3rd ed., London: Sage Publications. Boud, D., Keogh, R., & Walker, D. (1985) Reflection: Turning Experience into Learning. London: Kogan Page Cohen, L., Manion, L. and Morrison, K. (2000) Research Methods in Education. 5th Edition, Routledge Falmer, London. Christison, M. A., & Kennedy, D. (1999). Multiple Intelligences: Theory and Practice in Adult ESL. Eric Digest ED441350. Dudley-Evans, T & St John, M. (1998). Developments in English for Specific Purposes: A Multi-Disciplinary Approach. Cambridge: Cambridge University Press. Gardner, H. (1983). Frames ofmirid: The fheory of rndtiple intelligences. New York: Basic Books. Gardner, H. (1985). Frames of mind: The theory of multiple intelligences. New York: Basic Books. Gardner, H. (2011). Frames of Mind: The theory of multiple intelligences (3rd Ed.). New York: Basic Books. Hutchinson, T & Waters, A. (1987) English for Specific Purposes: A Learning Centred Approach. Cambridge: Cambridge University Press. Hyland, K & Lillian, L, C. (2013). Innovation and Change in English Language Education. Routledge: USA. Johns, A & Dudley-Evans, T. (1991). English for Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly. (June, 2010) Kolb. D. A., & Fry, R. (1975). Towards an applied theory of experiential learning. In C. Cooper (Ed.), Theories of Group Process. London John Wiley. Kolb, D. (1988) The Process of Experiential Learning. In: Kolb, D. (eds) Experience as the Source of Learning and Development. London: Prentice Hall Mackay, R & Mountford, A. (1978). English for Specific Purposes: A Case Study Approach. London: Longman. Moon, J. (2004) A Handbook of Reflective and Experiential Learning. London: Routledge. Munby, J. (1978). Communicative Syllabus Design. Cambridge: Cambridge University Press. Rolfe, G., Jasper, M., & Freshwater, D. (2011) Critical reflection in practice, generating knowledge for care. London: Palgrave Macmillan. Sava, S. (2012). Needs Analysis and Programme Planning in Adult Education. Published by: Verlag Barbara Budrich. (2012) Stable URL: https://www.jstor.org/stable/j.ctvbkjvs2.8 Schӧn, D. (1983) The Reflective Practitioner. London: Temple Smith. Schӧn, D. (1987) Education The Reflective Practitioner. San Francisco: Jossey-Bass Wagner, R. K., & Stemberg, R. J. (1988). Tacit knowledge ardiriteilige~ice irr the wetyday world- New York: Cambridge University Press. Wallace, M, J. (1998). Action Research for Language Teachers. Cambridge: Cambridge University Press. Walters, J., & Gardner, H. ( 1 984). The development of Education of Intelligences. (ERIC Document Reproduction Service No. 254 545)

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Eğitim Araştırmaları
Bölüm Makaleler
Yazarlar

Maryeme OUCHEN
0000-0003-4851-9525
Morocco

Yayımlanma Tarihi 15 Eylül 2019
Başvuru Tarihi 18 Temmuz 2019
Kabul Tarihi 5 Eylül 2019
Yayınlandığı Sayı Yıl 2019, Cilt 5, Sayı 14

Kaynak Göster

EndNote %0 International E-Journal of Advances in Education REFLECTION ON MULTIPLE INTELLIGENCES THEORY AS A FRAMEWORK FOR ELT: MEETING ESP LEARNERS’ SPECIFIC NEEDS %A Maryeme Ouchen %T REFLECTION ON MULTIPLE INTELLIGENCES THEORY AS A FRAMEWORK FOR ELT: MEETING ESP LEARNERS’ SPECIFIC NEEDS %D 2019 %J IJAEDU- International E-Journal of Advances in Education %P 2411-1821-2411-1821 %V 5 %N 14 %R doi: 10.18768/ijaedu.593499 %U 10.18768/ijaedu.593499

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