다중지능과 학업성취도의 상관관계 연구: 대학생 영어학습자를 중심으로

Abstract

The current study explores possible correlation between learners' multiple intelligences and academic accomplishment for the university students who struggle for obtaining higher level of English skills. According to Gardner (1983), people need to recognize that there are many different facets of human cognition. Teachers who take multiple intelligences into account expand their repertory of teaching tools, techniques, and strategies beyond the typical linguistic and logical ones predominant in the ordinary classrooms. Multiple intelligences might supplement students' strengths and expand their possibilities. The researcher of this study tried to find out the answers to the following questions: what is the general profile of the Korean adult English learners'multiple intelligences?; what kind of correlational relationship might be identified between learners' multiple intelligences and academic accomplishment? Meaningful correlation was found in the increased accomplishment in terms of linguistic and logical-mathematical intelligences. Musical intelligence was not as closely related with linguistic intelligences as Gardner suggested. As a pedagogical implication, multiple intelligences theory might enable teachers to develop diverse student-centered teaching methods and enhance positive teacher-student classroom interactions.