EXAMINATION OF THE DOMINANT INTELLIGENCE DOMAIN OF THE SECOND FOREIGN LANGUAGE LEARNED SPONTANEOUSLY IN PRIMARY SCHOOL STUDENTS

Abstract

The aim of this study is to investigate the dominant intelligence type of the second language that primary school students learn spontaneously.

Gardner (1983) argues that educators should not follow a specific theory or educational innovation when designing instruction, but instead use customized goals and values ​​appropriate to instruction, subject matter, and student learning needs. Addressing multiple intelligences can help teachers pluralize their teaching and assessment methods and enrich students' learning.

The research is in the screening model and the sample consists of 200 students attending the 1st, 2nd, 3rd and 4th grades of primary schools in Yüreğir and Seyhan districts in the 2021-2022 academic year. The data were analyzed with the SPSS 16 program using the Multiple Intelligences Scale.

Two languages ​​that are learned spontaneously in the family or neighborhood have been observed to improve some types of intelligence. Since some types of intelligence are dominant in students, an effective guidance service should be provided in the selection of students' fields and departments, starting from the primary education level. In addition, the school guidance service and teachers should be in effective cooperation with their parents