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Interpersonal and intrapersonal intelligences: Do they really work in foreign-language learning?

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Fatemeh Behjat at Islamic Azad University, Abadeh Branch, Iran
Fatemeh Behjat
  • Islamic Azad University, Abadeh Branch, Iran
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Abstract and Figures

Gardner's multiple intelligences has influenced education. Considering interpersonal and intrapersonal intelligences, this study aims at determining if they are significant in language learning. A number of EFL university students were selected. Through an interview, the participants were divided into groups regarding interpersonal and intrapersonal intelligences. They took reading and grammar sections of TOEFL test for their language knowledge. Mean score comparison revealed there was a relationship between these intelligences and language learning. It was also indicated males’ intrapersonal and females’ interpersonal intelligences helped them outperform their peers in a language test that supported Gardner's treating of personal intelligences as independent.
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Procedia - Social and Behavioral Sciences 32 (2012) 351 – 355
Available online at www.sciencedirect.com
1877-0428 © 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the 4th International Conference of Cognitive Science
doi:10.1016/j.sbspro.2012.01.052
A
vailable online at www.sciencedirect.com
Procedia
Social and
Behavioral
Sciences
Procedia - Social and Behavioral Sciences 00 (2010) 000–000
www.elsevier.com/locate/procedia
4
th
International Conference of Cognitive Science (ICCS 2011)
Interpersonal and intrapersonal intelligences: Do they really work in
foreign-language learning?
Fatemeh Behjat
*
Islamic Azad University, Abadeh, Iran
Abstract
Gardner’s multiple intelligences has influenced education. Considering interpersonal and intrapersonal intelligences, this study
aims at determining if they are significant in language learning. A number of EFL university students were selected. Through an
interview, the participants were divided into groups regarding interpersonal and intrapersonal intelligences. They took reading
and grammar sections of TOEFL test for their language knowledge. Mean score comparison revealed there was a relationship
between these intelligences and language learning. It was also indicated males’ intrapersonal and females’ interpersonal
intelligences helped them outperform their peers in a language test that supported Gardner’s treating of personal intelligences as
independent.
© 2011 Published by Elsevier Ltd.
Keywords: Multiple intelligences; interpersonal intelligence; intrapersonal intelligence; foreign language learning
1. Introduction
For long in the history of research on human brain and language learning, there have been a number of questions,
some of which are still unanswered. The most common of these questions concern what makes some people more
intelligent than others and thus help them be more successful in language learning; what kind of abilities smart
people have to help them store and retrieve linguistic information better; is there any way to change the capacity of
language learners’ minds and make them smarter than they used to be; and, if there is any fixed place within one’s
brain in which memory is located. Though many of questions like these are subject to disagreement among
neurologists, cognitive psychologists, and biologists, there exists an agreement on the definition of intelligence as a
major common concept through all these questions.
Dictionary definition of intelligence can be as "an underlying ability that causes a person to function effectively
in a certain situation." It is also the ability to comprehend, understand, and benefit from experience. There are
different kinds of interrelated intelligence. That is, if one has a capacity in doing a task which requires a special kind
of intelligence well, she/he tends to do well on all other tasks requiring other forms of intelligence. According to
*
Corresponding author: Tel.: +0-000-000-0000 ; fax: +0-000-000-0000
E-mail author: fb_304@yahoo.com
© 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the 4th International
Conference of Cognitive Science
352 Fatemeh Behjat / Procedia - Social and Behavioral Sciences 32 (2012) 351 – 355
Fatemeh Behjat/ Procedia – Social and Behavioral Sciences 00 (2011) 000–000
Gardner’s theory, eight types of intelligence can develop and be developed over time. Though an individual might
enjoy a certain type of intelligence or talent in an activity like language learning, all healthy human beings are able
to train their intelligences and develop them in their lifetime. So, learners need to identify what kind of intelligence
gives them more opportunity to learn better and, then, strengthen it in order to achieve the desirable results. If a
language learner enjoys a certain type of intelligence, say mathematical intelligence, then, he would most likely
enjoy creating and recreating patterns in his learning. Or, a learner with linguistic intelligence is more successful in
learning through reading and writing.
Intelligence has been taken into account differently in the literature. Once considered as a unidirectional concept
(Binet, 1907), it is now known as a multiple concept (Gardner, 1983). Gardner (2003) believes that as a species,
individuals possess not single “g” intelligence but a set of autonomous intelligences. Whether unitary or multiple, it
refers to the ability or talent to comprehend, understand and use experience to function effectively in different
situations. Considering it as a multiple concept, Gardner states that there are eight types of intelligence:
interpersonal, intrapersonal, bodily-kinesthetic, logical-mathematical, musical, linguistic, spatial, and naturalistic.
Gardner’s (1999) theory of multiple intelligences considers intelligence as having special abilities or talents in any
of these aspects. According to him, all individuals possess these abilities to different extents, and they can develop
them over time. He claims that applying any of these intelligences depends on personal preferences and also on the
situation (Mantzaris, 1999).
Veenema, Hetland, and Chalfen (1997) define these intelligences in very simple terms: linguistic intelligence
helps a person to make sense of the world through language, logical-mathematical intelligence enables one to use
abstract relations, musical intelligence causes an individual to create meaning out of sounds, spatial intelligence
makes it possible to perceive visual information and recreate images from memory, kinesthetic intelligence helps a
person to use body to solve problems and make themselves understood, intrapersonal intelligence causes one to
distinguish their different feelings and have a better understanding of their self, and interpersonal intelligence
enables a person to understand others’ feelings and intentions and can make successful relationship with others.
Goleman (1995) classifies personal intelligences into five groups: knowing one’s emotions, managing emotions,
motivating oneself, recognizing emotions in others, and handling relationships. From these groups, the first three
ones correspond to Gardner’s intrapersonal and the last two ones to his interpersonal intelligence.
According to Wheeler (2009), learners who have intrapersonal intelligence or are ‘self smarts’ are interested in
doing a set of activities in language classrooms which are totally different from those enjoyable to learners with
interpersonal intelligence. He claims that a learner in the first group sets a goal in the language classroom for
himself and follows it; he studies independently; he can talk about his values for language learning; he assesses his
knowledge off and on; he has private spaces for studying; he enjoys having individualized language projects; and he
has self-teaching instruction. On the other hand, a learner from the second group enjoys having cooperative
activities; he has interpersonal interaction; he likes peer teaching; he attends language classes as extracurricular
activity; he attends group brainstorming sessions, and considers social gatherings as a context for language learning.
As for the relationship between interpersonal and intrapersonal intelligence, Mayer (2008) divides all types of
intelligence into two groups: cool and hot. While impersonal ones like verbal meanings or visual information are
considered as relevant to cool intelligences, hot group includes social, emotional and practical intelligences.
Therefore, according to his classification, interpersonal and intrapersonal intelligences are put in the same category.
He refers to these two types of intelligence as ‘personal intelligence’ which he believes is worth studying in context
of language learning. According to him, the major domain of personal intelligence is “systematizing one’s goals,
plans, and life stories to manage both one’s growth and others’ wellbeing”. He contends that today’s view of
personality is a system with a slow and steady impact on individuals’ development in different aspects of learning
(Funder, 2001; Roberts, Kuncel, Shiner, Caspi, & Goldberg, 2007). Though interpersonal intelligence addresses
social relations and intrapersonal intelligence adheres to emotions, the two intelligences are likely to be integrated
and the ultimate relationship between the two is an empirical issue (Mayer, Roberts, & Barsade, 2008).
Pishghadam (2009a) discusses interpersonal and intrapersonal intelligences and maintains that the major
difference between the two is that while intrapersonal intelligence regards one’s own feelings and emotions, the
other one enables one to know others’ desires, feelings, and intentions. He studies emotional intelligence as the
integration of interpersonal and intrapersonal intelligences and foreign language learning and concluded that those
having higher intrapersonal intelligence can benefit more from language classes. In another study, Pishghadam
(2009b) investigates the influence of intrapersonal and verbal intelligences in foreign language learning and
353
Fatemeh Behjat / Procedia - Social and Behavioral Sciences 32 (2012) 351 – 355
Fatemeh Behjat/ Procedia – Social and Behavioral Sciences 00 (2011) 000–000
concludes that intrapersonal intelligence helps the development of productive skills and verbal intelligence
strengthens communicative skills of language learners.
Considering interpersonal and intrapersonal intelligences as two types of intelligence and following Gardner who
claimed that different kinds of intelligence can function independently, the present study aims at finding out which
of these two types of intelligence can help the Iranian EFL students gain better mastery over English reading
comprehension and grammar, and if there is any difference in the language performance of male and female students
who enjoy either interpersonal and intrapersonal intelligences. For this purpose, this research is an attempt to answer
the following questions:
1. Do Iranian EFL learners who enjoy interpersonal intelligence improve in their language proficiency more than
those having intrapersonal intelligence?
2. Do male and female Iranian EFL learners having interpersonal and intrapersonal intelligences improve equally
in their language proficiency?
3. Is there any difference in language performance of those Iranian EFL students who enjoy both interpersonal
and intrapersonal intelligences and those who have either interpersonal or intrapersonal intelligence?
On the basis of the above-mentioned research questions, three null hypotheses were formed:
H0 1- Interpersonal intelligence does not help Iranian EFL learners improve in their language proficiency more
than intrapersonal intelligence.
H0 2- Iranian male and female EFL learners who have interpersonal and intrapersonal intelligences improve
equally in their language proficiency.
H0 3- There is not any difference in language performance of those Iranian EFL students who enjoy both
interpersonal and intrapersonal intelligences and those who have either interpersonal or intrapersonal intelligence.
2. Method
2.1. Participants
The participants of the present study were 150 male and female sophomore students majoring in English at
Islamic Azad University, Shiraz and Abadeh Branches. From among these participants, 110 students were females
and 40 students were male. They were all studying English Translation and thus had passed the same language
courses at the university. The age range of the participants was from 21 to 28 years old.
2.2. Instrumentation
The instruments used in the present study were a language proficiency test and a personality test. The language
proficiency test was a test of TOEFL (version 2005) including 40 vocabulary and reading comprehension items and
30 grammar and structure ones. Armstrong’ (1994) Multiple Intelligences (MI) checklist and Gay’s (1998) MI
inventory were used in a structured interview to categorize the participants based on their dominant interpersonal or
intrapersonal intelligence.
2.3. Procedure
In order to answer research questions, all the participants who were 150 male and female sophomore students
majoring in English at Islamic Azad University, Abadeh and Shiraz branches took part in a structured interview, the
content of which was selected from Armstrong’s (1994) MI checklist and Gay’s (1998) MI inventory. The purpose
of conducting this interview was to see if a particular individual enjoys interpersonal or intrapersonal intelligence or
both. Then, the participants were categorized into four groups: the first one enjoying interpersonal intelligence; the
second, intrapersonal intelligence; the third group, both interpersonal and intrapersonal intelligence. The last group
included participants with either low or no level of interpersonal and intrapersonal intelligence.
A TOEFL Test consisting of 70 English vocabulary, reading comprehension, grammar, and structure items was
administered to the participants in four groups to see if they were homogeneous. The results showed that the
participants were homogeneous as far as their English proficiency was concerned. Thus, the test was considered as
the pre-test.
Then the treatment started. For a period of three months, the participants in all groups were taught grammar,
vocabulary, and reading comprehension. The instruction took place once a week for one and a half hours. After the
treatment, the participants took part in the same TOEFL test administered at the beginning of instruction. This time,
354 Fatemeh Behjat / Procedia - Social and Behavioral Sciences 32 (2012) 351 – 355
Fatemeh Behjat/ Procedia – Social and Behavioral Sciences 00 (2011) 000–000
it was considered as the post-test. The next phase of the study was to compare the participants’ pre- and post-test
scores.
3. Results and Discussion
In order to see if the participants were homogeneous with regard to their knowledge of English grammar,
vocabulary, and reading comprehension, a TOEFL test was administered. A one-way ANOVA was then applied to
compare the performance of the participants in four groups. The results are as the following:
Table 1. One-Way ANOVA to compare the participants’ scores in the pre-test
Sum of squares df Mean square
Between groups 61.222 7 8.746 .666 .700
Within groups 1863 142 13.124
total 1924.833 149
According to the table, since the value of F observed (F = 0.666) is not greater than the significance level, it can
be concluded that there is not significant difference in the performance of all groups in English proficiency level. In
other words, all the participants were at the same level of knowledge of English grammar, vocabulary and reading
comprehension.
Table 2. Scheffe test to show which of the four groups outperformed in the post-test
Groups Number 1 2 3
Male no inter- and
intrapersonal
11 19.82
Female no inter-
and intrapersonal
26 20.19
Female both inter-
and intrapersonal
31 20.48
Male
interpersonal
10 21
Female
intrapersonal
26 21.38
Male both inter-
and intrapersonal
11 22.45
Female
interpersonal
25 30.04
Male
intrapersonal
10 38.7
Sig. .921 1 1
In table 2, the two groups which outperformed the others were female students who enjoyed interpersonal
intelligence (mean = 30.04) and male students who had intrapersonal intelligence (mean = 38.7). Among the other
groups, female students who had both inter and intra intelligence (mean = 20.48) and those who did not show any
kind of inter and intrapersonal intelligence (mean = 20.19) almost performed the same. Male students who had
interpersonal intelligence (mean = 21) also performed as well as female students who had intrapersonal intelligence
(mean = 21.38). Male students who showed both inter and intrapersonal intelligence showed a better performance
after the first two top groups (mean = 22.45). The group which performed the worst included male students who
enjoyed neither inter nor intra personal intelligence.
355
Fatemeh Behjat / Procedia - Social and Behavioral Sciences 32 (2012) 351 – 355
Fatemeh Behjat/ Procedia – Social and Behavioral Sciences 00 (2011) 000–000
Based on the results of the Scheffe test, it can be concluded that while there is no interaction between
interpersonal and intrapersonal intelligence in language learning for a better performance, i.e., the participants who
were considered as having both interpersonal and intrapersonal intelligence did not outperform in their language
proficiency test, male students who had intrapersonal intelligence obtained a higher mean compared to their female
counterpart. On the other hand, female students with high interpersonal intelligence can perform much better in a
language proficiency test compared to male students with interpersonal intelligence.
4. Conclusion
Language learners are more successful if they can recognize the type of intelligence that is dominant in them.
Though one type of intelligence can be dominant in an individual, it does not mean that other types do not exist in
him. According to Gardner, any types of intelligences can be developed. On the basis of the results of the present
study, it can be concluded that male and female students perform differently in a language-learning class based on
the type of dominant intelligence they have. This study revealed that male students can benefit from a language-
learning class much better than females if they have a high level of intrapersonal intelligence. On the other hand,
female students with a good level of interpersonal intelligence are able to improve their reading, comprehension, and
grammar much better than their male counterparts, who enjoy the same type of intelligence. It can be concluded
from the present study that female language-learners are better to improve their interpersonal intelligence to be more
successful in their language-learning journey. On the other hand, male learners are advised to work on their
intrapersonal intelligence in order to outperform their peers enjoying interpersonal intelligence.
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This article aims to describe the role of Islamic education teachers in shaping students' Islamic personality character. What is the role of Islamic education teachers in collaborating with Islamic education methods? How do Islamic Education teachers foster students in everyday life? How do teachers develop learning strategies in the Industrial Revolution era? This article uses literature study research, which collects sources from books and scientific articles. The findings in this paper are that teachers, in developing children's character, must be consistent with the principles of the teaching profession. Teachers have a dual role as motivators, collaborators, mentors, role models, and educators. The role serves to improve not only students' intelligence but also Islamic values. This role of teacher is also called scientific integration, namely balancing science education with cultural and Islamic values.
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Enhancing Cognitive, Emotional, and Social Outcomes: Mindfulness and Self-Care in Education
Chapter
  • Aug 2024
This chapter examines the integration of mindfulness and self-care within educational frameworks, emphasizing their significance in fostering holistic development alongside academic objectives. Mindfulness, rooted in present-moment awareness, enhances cognitive functions, emotional regulation, and interpersonal skills, aligning with contemporary educational theories. Self-care practices are critical for sustaining educator well-being and resilience, mitigating burnout. The chapter further addresses the challenges of embedding these practices into curricula and policies, proposing strategies for effective implementation. The primary purpose is to explore how these approaches can equip students and educators with the resilience and empathy needed to navigate the complexities of modern life.
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A Quantitative Analysis of the Relationship between Emotional Intelligence and Foreign Language Learning
Article
Full-text available
  • Jan 2009
The major aim of this study was to examine the role of emotional intelligence in second language learning. At the end of the academic year, 508 second year students at four universities in Iran were asked to complete the Emotional Intelligence Inventory (EQ-i). EQ-i data were matched with the students' academic records, scores in reading, listening, speaking, and writing. Predicting second language learning success from emotional in-telligence variables produced divergent results, depending on how the variables were operationalized. When EQ-i variables were compared in groups (successful vs. unsuccessful) who had achieved very different levels of academic success and scores in different skills, second language learning was strongly associated with several dimensions of emotional intelligence. Results are discussed in the context of the importance of emo-tional intelligence in second language learning.
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The Power of Personality The Comparative Validity of Personality Traits, Socioeconomic Status, and Cognitive Ability for Predicting Important Life Outcomes
Article
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  • Dec 2007
The ability of personality traits to predict important life outcomes has traditionally been questioned because of the putative small effects of personality. In this article, we compare the predictive validity of personality traits with that of socioeconomic status (SES) and cognitive ability to test the relative contribution of personality traits to predictions of three critical outcomes: mortality, divorce, and occupational attainment. Only evidence from prospective longitudinal studies was considered. In addition, an attempt was made to limit the review to studies that controlled for important background factors. Results showed that the magnitude of the effects of personality traits on mortality, divorce, and occupational attainment was indistinguishable from the effects of SES and cognitive ability on these outcomes. These results demonstrate the influence of personality traits on important life outcomes, highlight the need to more routinely incorporate measures of personality into quality of life surveys, and encourage further research about the developmental origins of personality traits and the processes by which these traits influence diverse life outcomes. © 2007 Association for Psychological Science.
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Emotional and Verbal Intelligences in Language Learning
Article
Full-text available
  • Jan 2009
The major aim of this study was to determine the impacts of emotional and verbal intelligences on English language learning success in Iran. To this end, three classes were selected—emotional, verbal, and control groups. To fully understand the nature of the learning, both the product and the process data were calculated and analyzed. The results of the product-based phase demonstrated that the emotional intelligence is effective in learning different skills, specifically productive ones. In the process-based phase, the analyses of oral and written modes of language exhibited the effects of emotional and verbal intelligences on turn-taking, amount of communication, the number of errors, and writing ability. Finally, the results were discussed in the context of the importance of the emotional intelligence in second language learning, and some implications were proposed for teachers and materials developers.
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Personal Intelligence
Article
  • Mar 2008
A model of personal intelligence is developed. Personal intelligence is defined as the capacity to reason about personality and to use personality and personal information to enhance one's thoughts, plans, and life experience. Approaches to related concepts such as intrapersonal intelligence and psychological-mindedness are reviewed. Next, a model of personal intelligence is proposed that emphasizes the capacity to: a) recognize personally-relevant information; b) form accurate models of personality; c) guide one's choices by using personality information; and d) systematize one's goals, plans, and life stories. A discussion examines the possible contributions and limitations of the personal intelligence concept.
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The Mind and the Brain
Article
  • Sep 2009
Reviews the book, The human amygdala edited by Paul J. Whalen and Elizabeth A. Phelps (see record 2009-02740-000). This book is a fascinating read that explores contemporary understanding of the scientific and clinical role of the amygdala in attention, perception, emotion, learning, memory, decision making, motivation, mood, social functioning, fear conditioning, and psychopathology. The book also examines genomic and developmental factors affecting the amygdala's reactivity and presents contributors’ astute theoretical speculation. According to the reviewer, the strength of The human amygdala is found in the compilation of scholarly research, theoretical speculation, and creative vision of its editors and experts in neuropsychology and imaging genetics. However, the relationship between the mind and the brain is greater than the sum of dynamic interplay between genetic self-expression, predictive traits, and environmental influences. She highly recommends this book to neuropsychologists; social, clinical, humanistic, and biological psychologists; psychiatrists; and graduate students in these fields. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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The Personality Puzzle
Article
  • Jan 2012
David Funder's "The Personality Puzzle" is [a] book for the introduction to personality course. Herein, the virtues of the theories approach are combined with attention to contemporary topics. [This book] covers the main theories of personality and traces the relevant intellectual history. But it also includes a healthy amount of current research, including recent work on person perception, biology, and cross-cultural psychology. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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