Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021)

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Individual Differences in Second Language Acquisition Styles from the Perspective of Theory of Multiple Intelligences

Authors
Bowen Jia1, †, Jingying Qian2, †, Wanzhuo Song3, *, †
1Jiangxi Agricultural University, Nanchang, Jiangxi, China
2SEGI University & Colleges, Malaysia
3Xi’an International University, Xi’an, Shaanxi, China
†

Those authors contributed equally.

*Corresponding author. Email: songwanzhuo@xaiu.edu.cn
Corresponding Author
Wanzhuo Song
Available Online 1 February 2022.
DOI
10.2991/assehr.k.220131.156How to use a DOI?
Keywords
multiple intelligences (MI); second language acquisition; second language teaching; learning habits
Abstract

In recent years, the theory of multiple intelligences (MI) proposed by Howard Gardner has received much discussion among educational scholars, and research on the connections between MI theory and second language teaching has become increasingly popular. However, there is a paucity of research on the various reasons why learners achieve different learning outcomes in second language acquisition due to the use of different intelligences. This article presents a study of learners’ individual styles of second language acquisition in the context of MI theory. In terms of methodology, first, this study used an online questionnaire to obtain the percentage of different intelligences used in second language acquisition by respondents aged from 17 to 44. The data from the questionnaire showed that some of the respondents used the same intelligence for second language acquisition, but achieved different learning outcomes. Therefore, factors such as learners’ family backgrounds, educational backgrounds, and personal learning habits were considered as various reasons for these differences to be further explored. Second, the three online interviews conducted with this group of respondents were another method used in this study. The final data analysis revealed that personal factors such as family background and educational background did not determine the effectiveness of learners’ second language acquisition, but rather the type of intelligence they adopted was considered as the key factor.

Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article under the CC BY-NC license.

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Volume Title
Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
1 February 2022
ISBN
978-94-6239-527-5
ISSN
2352-5398
DOI
10.2991/assehr.k.220131.156How to use a DOI?
Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article under the CC BY-NC license.

Cite this article

risenwbib
TY  - CONF
AU  - Bowen Jia
AU  - Jingying Qian
AU  - Wanzhuo Song
PY  - 2022
DA  - 2022/02/01
TI  - Individual Differences in Second Language Acquisition Styles from the Perspective of Theory of Multiple Intelligences
BT  - Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021)
PB  - Atlantis Press
SP  - 858
EP  - 863
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220131.156
DO  - 10.2991/assehr.k.220131.156
ID  - Jia2022
ER  -