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The current study aims to explore the degree of Arabic language teachers to employ teaching methods that enhance linguistic intelligence in the basic stage of education in Aqaba Governorate as an example. To achieve this objective, a descriptive-analytical approach was used, and a questionnaire was employed as the primary tool for data collection from a sample of (74) Arabic language teachers in Ma'an Governorate. The study found several results, with one of the most significant findings that the degree of employing teaching methods that enhance linguistic intelligence by Arabic language teachers in elementary education in Aqaba Governorate is perceived to be high by the teachers themselves. The results also indicated no statistically significant differences attributed to gender, academic qualification, or years of experience in the degree of employing teaching methods that enhance linguistic intelligence in Arabic language education. Based on the findings, the study recommends encouraging teachers to diversify the educational strategies used in the classroom, including brainstorming strategies, cooperative learning, and interactive teaching to enhance students’ linguistic intelligence. [ABSTRACT FROM AUTHOR]

This study was conducted to explore the level of linguistic intelligence among academically gifted students at Ajloun National University in Jordan. The study sample included 29 students (14 males and 15 females) from the Department of English Language and Literature, who had a cumulative average of more than 84% and were rated as excellent. Data was collected from the Department of Admission and Registration during the first semester of the academic year 2023-2024. The students were asked to complete a linguistic intelligence questionnaire consisting of 26 statements. The findings revealed that the students in the Department of English Language and Literature possess a high level of linguistic intelligence. Moreover, the study identified statistically significant differences in the level of linguistic intelligence between gifted male and female students, with female students showing a higher level of linguistic intelligence. Furthermore, there were significant variations in the responses of academically gifted students based on their academic level, with students in the 3-4-year academic level demonstrating a higher level of linguistic intelligence. The study recommends conducting comparative studies between linguistic intelligence and other types of intelligence to gain a better understanding of the relationship between them. [ABSTRACT FROM AUTHOR]

Oral literature is the heritage and identity of the Malay nation that must be proud because it symbolises the wisdom of the previous society. Not many young generations want to defend this heritage until it is eventually lost to time. As with oral literature, Awang Batil deserves to be defended; it is not just entertainment, but the elements of wisdom contained in his performance need to be interpreted. Accordingly, this study aims to identify and discuss the elements of wisdom and intelligence in Awang Batil's performance. The main method of this study is field research through recording techniques, interviews, and direct notes. Awang Batil's performance's wisdom and intelligence are examined based on two perspectives: linguistic intelligence and musical intelligence. Linguistic intelligence discusses civilized pronunciation, language ability, and memory ability, while musical intelligence is seen from two aspects, namely musical instruments and poetry. Analysis proves that Awang Batil's performance highlights the wisdom and intelligence of a comforter through the Multiple Intelligences Theory. It is evident that Awang Batil is not just a 'village entertainer', but this oral narrative has successfully captivated the global community by holding many performances abroad. It is hoped that studies about Awang Batil will be increased so that it can be a reference for the new generation. [ABSTRACT FROM AUTHOR]

The author reflects on the specific ambivalence between linguistic feeling and linguistic intelligence, which many native language users encounter from the beginning of school language education. A similar duality of the relationship to the mother (native) language can also be felt by any adult individual who is interested in the valid language norm and its current fulfillment in the national communication space, and therefore formulates his or her comments on real "language life" or raises questions addressed to experts in language issues. The author tries to suggest ways to a solution both in educational practice and at the level of language education and language counselling for the wider public. Her approach is based on the current situation in the Czech Republic compared to some features in the Slovak environment. [ABSTRACT FROM AUTHOR]

Copyright of Alustath is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Intelligent systems and human-machine interactions have consistently provided convenience in both work and daily life. Artificial Intelligence Generated Content (AIGC) can assist humans in artistic creation by generating painting images based on textual descriptions. However, the quality of generated painting images depends heavily on well-designed prompts, which are labor-intensive and time-consuming in painting creation. Large Language Models (LLMs) like ChatGPT have shown impressive performance in linguistic tasks such as question answering and logical inference, demonstrating strong linguistic intelligence. This paper proposes an assistant painting creation approach to provide precise content control for painting generation by combining LLMs with text-to-image generative models and evaluates the performance of the proposed approach on painting content generation and painting element arrangement. The experimental results show that our approach can provide clear guidance on rich painting content and reasonable arrangements of painting elements, demonstrating its ability of text-based painting scene imagination. In painting generation tasks, LLMs like ChatGPT can help the text-to-image models with precise control over the painting content and improve the overall painting results. [ABSTRACT FROM AUTHOR]

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The general public's view of the meaning of intelligence is still narrow. Many think that intelligent children are children who have logical intelligence and those who are lacking in that are considered unintelligent, even though there are many other types of intelligence. Some of these intelligences are linguistic and interpersonal intelligence. One way to hone linguistic and interpersonal intelligence is through a youth trainer program. The purpose of this research is to find out about the youth trainer program, how to hone linguistic and interpersonal intelligence through the youth trainer program, and what are the supporting and inhibiting factors. This research is a qualitative research using a case study approach. Data collection techniques using observation, interviews, and documentation. In the interview process, the researchers obtained data from the training division, teachers, administrators and students. Data analysis technique by reducing data, presenting data and drawing conclusions. The technique of checking the validity of the data by extending participation and triangulation. The conclusion of the research is that through the young trainer program, the students' linguistic and interpersonal intelligence has been proven to be honed. The supporting factors in this research are: imagination map, peer tutoring, teaching flash students etc. The inhibiting factor: training activities sometimes clash with the formal school schedule, the varying abilities of students and the lack of self-motivation of some students.

When practicing high-quality leader–member exchange (LMX) theory, the leader's ability to communicate, build and maintain relationships is a vital part. Because leader–member exchange theory is a relationship-based approach to leadership that primarily includes social exchange and communication on a daily basis, we can highlight linguistic intelligence as a key leadership skill that is part of the multiple intelligences defined by Howard Gardner. The goal of this article was to conduct research into organizations where the leader applies LMX theory and examine whether the leader's linguistic intelligence is positively related to the quality of the leader–member exchange. The dependent variable was the quality of the LMX. We were able to recruit 39 employees and 13 leaders. Correlations and multiple regressions were used to analyze our statement. The overall results are statistically significant and we conclude that there is a high positive correlation between LMX and linguistic intelligence in the organizations that were part of this study. A limitation of this study is the use of purposive sampling, which resulted in a relatively small sample size and may limit the generalization of the results to other populations. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Psychological Studies (EPS) is the property of Refaad for Studies, Research & Development and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Some research has been conducted to understand how general knowledge and short-term memory affect academic achievement. However, research that links these two predictors with air traffic control performance in a laboratory has not been found. Twenty-four ATC cadets participated in this research. This is associative research with multiple correlation analysis that aims to find the correlation between linguistic intelligence and short-term memory toward cadets’ air traffic control performance in Aerodrome Control Tower (TWR) Laboratory. The research instruments used are oral proficiency interview, Intelligence Structure Test (IST), and air traffic control simulation. Data obtained, then, are analyzed by using the product-moment method of correlation. The results show that there is a positive correlation among the three variables with the level of closeness that falls in the high category that can be seen from the correlation coefficient value. In fact, linguistic intelligence and short-term memory both contribute to air traffic control performance during simulations. These findings offer several implications for the training program to promote success in learning air traffic control, especially in the laboratory.

The aims of the study are to construct an online instrument to assess different aspects of morphological awareness and to examine its development and its relation to reading comprehension in grades 2–4 in Hungarian children. Altogether, 4134 students were tested. The online test evaluated inflectional, derivational, and compound morphological skills with five subtests. The instrument proved to be reliable. CFA examinations revealed that the five subtests were empirically distinguishable dimensions. Inflectional, derivational, and compound morphology as the three main dimensions of morphological awareness were also empirically supported by our data. Morphological awareness skills improved significantly and developed in parallel with reading skills throughout grades 2–4. The increase in the development of morphological awareness from grade 2 to grade 3 tends to be faster than the growth between grade 3 and 4. Positive moderate correlations were found between morphological skills and reading comprehension and the relationships seem to be stable throughout the three grades. The most significant predictor of reading comprehension is the Affix Identification for Nonwords subtest. Our study showed that morphological awareness could be assessed efficiently through online media and drew attention to the importance of morphological awareness in the development of reading comprehension and linguistic intelligence. [ABSTRACT FROM AUTHOR]

Copyright of Journal of The Iraqi University is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study was to find out whether there was significantly correlation and contribution or not between reading habit and linguistic intelligence.Seventy two students as sample by using intact sampling technique. The method of this study was correlational research. In analyzing the data, correlation analysis and regression analysis were used.It was found that the correlation coefficient or the r-value (0.361) was higher than r-table (0.228). Then, the level of probability (p) significance (sig.2-tailed) was 0.000. It means that p-value (0.002) was lower than 0.05.Inanalyzing the data of regression analysis, it was found that the students’ reading habit contributed students’ linguistic intelligence significantly with tvalue (3.234) was higher than ttable (1.667) with sig.value (0.002) was lower than probability (0.05). It means that students’ reading habit support significant effect in the level of 13% toward linguistic intelligence.Itcanconcluded that there was a significant correlation and contribution between reading habit and linguistic intelligences.

When practicing high-quality leader–member exchange (LMX) theory, the leader’s ability to communicate, build and maintain relationships is a vital part. Because leader–member exchange theory is a relationship-based approach to leadership that primarily includes social exchange and communication on a daily basis, we can highlight linguistic intelligence as a key leadership skill that is part of the multiple intelligences defined by Howard Gardner. The goal of this article was to conduct research into organizations where the leader applies LMX theory and examine whether the leader’s linguistic intelligence is positively related to the quality of the leader–member exchange. The dependent variable was the quality of the LMX. We were able to recruit 39 employees and 13 leaders. Correlations and multiple regressions were used to analyze our statement. The overall results are statistically significant and we conclude that there is a high positive correlation between LMX and linguistic intelligence in the organizations that were part of this study. A limitation of this study is the use of purposive sampling, which resulted in a relatively small sample size and may limit the generalization of the results to other populations.

The key to student success in higher education institutions is linguistic intelligence, which can be attained by utilizing students' linguistic curiosity and agility. The current study examines the influence of students' agility and interest in linguistic intelligence among talented students of higher education institutions in the UAE. This issue demands the researchers' attention. Additionally, the study looks into how institutional assistance affects students' enthusiasm, linguistic aptitude, and skill among gifted students in the UAE. The data from respondents were gathered for the study using primary data-gathering techniques, including survey questionnaires. The research used PLS-SEM using smart-PLS to analyze the relationship between the variables under inquiry. The findings showed that among gifted students in the UAE, pupils' enthusiasm and agility have a favorable relationship with linguistic ability. The results also showed that among gifted students in the UAE, institutional assistance greatly modifies pupils' attention, skill, and linguistic intelligence. The study aids decisionmakers in developing linguistic intelligence policies that take advantage of students' skills and enthusiasm. [ABSTRACT FROM AUTHOR]

The process of solving problems carried out by students in stages, namely understanding problems, planning solutions, carrying out solutions and checking again. Solving student problems varies according to the basic characteristics of students' interests, talents and potential. Learning will be more optimal if it is adjusted to the intelligence possessed by students. The goal is that teachers can facilitate learning according to the intelligence possessed by students, so the teacher must know the intelligence possessed by students. This research is a qualitative study using two subjects, namely the subject of linguistics and the subject of mathematical logic. The results showed that at the problem-understanding stage, SLM completed using formulas, completed according to plan and checked by recalculating. SL uses more trial-and-error reasoning, understanding information by reading sentences quickly as well as checking again.

This study aims to explain the activities of Arabic Language Study Program students at INSURI Ponorogo as a means of developing self-confidence and stimulating linguistic intelligence. The method used is a case study. The research location is the INSURI Ponorogo campus, with a research focus on Usbu' 'Araby activities. Observation, interviews, and documentation carried out data collection techniques. Meanwhile, data analysis was carried out by data reduction, presentation, and conclusion. The study results stated that the Usbu' 'Arabi was a means of developing students' self-confidence and linguistic intelligence. Activities include; Muḥaḋarah (speech), Taqdm al-Qiṣaṣ (storytelling), Taqdīr Al-Syi'ru (appreciation of poetry), Taqdīr al-Naṡr (appreciation of poetry), Masraḥiyyah (drama) and Al-Khaṭ al-'Araby (calligraphy).

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This Psychology article presents the theoretical-conceptual models that characterizes the keys to understanding and to study mental capacity and communication skills, useful in being able to know and analyses Linguistic Intelligence. Studies on the development of Linguistic Intelligence have been conducted predominantly by the following disciplines: - Neurolinguistics that led to the formulation of mental imaginative insights as the fundamental conception of the Linguistic Generative Intelligence model, - Social Cognitive Psychology that led to the formulation of mental evolutionary adaptation as a fundamental principle of the Linguistic Constructive Intelligence model; - Psychology of Communication that led to the formulation of continuous, dynamic and interactive relationship of the communication cycle as a fundamental axiom of the Communication Sciences. Linguistic Intelligence is determined by typical forms of thinking and reasoning, which adopt particular mental abilities and specific expressive competences with respect to other communication codes, such as the graphic-pictorial, the mimicgestural, the musical, etc. The structures, properties, and expressions of Linguistic Intelligence, that characterize the conception, construction and formalization of verbal or written communications between people, can be analysed on the basis of three different fields of studies: A) PSYCHOLINGUISTIC: study the psychological characteristics and rules of codification and decoding of language, in the psycho-cognitive-pragmatic field of study of linguistic communication). PsychoLinguistics is connoted by 4 models: Structuralist Cognitivism, Empirical Taxonomy, Generative Neurolinguistics, Linguistic Metacommunication; B) LINGUISTIC CREATIVITY: acts in the psycho-ideative field of study of linguistic communication. The Creativity is determined by the mental processes of Constructive Intelligence and Generative Intelligence. The mental processes that characterize Creativity are: the Global Perception, the Personalizing Insights, the Multifaceted Vision, the Cognitive Originality; C) LINGUISTIC METACOMMUNICATION: study the types and modes people use to express thoughts and concepts that go beyond, beyond, what the cognitive and affective contents mean at the level of language and communicative message in the psycho-emotional and socio-cultural field of study of linguistic communication. Linguistic Metacommunication is determined by mental symbols (cultural symbols and psychic symbols) that the person processes and expresses during communication. [ABSTRACT FROM AUTHOR]

The purpose this research is to describe Arabic learning based on linguistic intelligence, use of methods on kinesthetic intelligence, and use media on visual and musical intelligence in learning Arabic in "Markaz Arabiyah" course institute in the I'dad and Syarqi awal programs. This research apply a qualitatif design using case study methods. Data collection techniques include interviews, observations and documentation. Then the data analysis technique in this study used the concept of Miles and Huberman who stated that activities in the analysis include data reduction, data display and data verification. The results of this study indicate that: (1) learning Arabic at the Pare Kediri Arabiyah Markaz Course Institute based on linguistic intelligence is speaking, debate, developing vocabulary, istima ’, telling stories, brainstorming, weekly speaking, weekly speeches, compulsory boarding speeches, daily expressions, weekly brainstorming, vocabulary development and language improvement. (2) demonstration as a method of learning Arabic has been used in learning Muhadatsah on the map chapter, playing eat bulaga, playing puppets, on extracurricular activities in dhomir material. (3) pictures and music become a learning media that is suitable for students who have visual intelligence and musical. The media image is used during ta'birat learning, speaking extracurricular activities, eat bulaga games in ta’birat learning and in the drama liqa 'usbu'. While music is used as a learning medium in speaking learning in the syarqi awal program and joint singing activities when liqa'usbu '.

This study provides an overview of the validation results of teachers and media experts to assess the LIAA (Linguistic Intelligence Assessment Android) application, using the research and development method. This method is used to develop a product and tests its effectiveness. However, this article is just for developing and designing LIAA. The results of the study showed response proportion: 78% for the teacher's language use, 84% for ease of application, 75% for final clarity of assessment, 84% for the presentation, 72% for the average of the final assessment test. Validation from media experts to assess the appropriateness of using the LIAA application with an average of 88% (very valid category). So it is concluded that the LIAA application can be applied on a wide scale in measuring the linguistic intelligence of elementary school students.

Abstrak: Penelitian ini dilatarbelakangi oleh rendahnya kepercayaan diri siswa dalam pembelajaran bahasa Indonesia yang menghambat proses belajar mengajar karena dalam pembelajaran bahasa Indonesia menuntut siswa aktif mendengar, berbicara, membaca, dan menulis. Adapun tujuan penelitian ini adalah untuk mengetahui hubungan antara konsep diri dan kecerdasan linguistik dengan kepercayaan diri siswa kelas V dalam pembelajaran bahasa Indonesia. Metode penelitian ini tergolong penelitian korelasional. Fakta menunjukkan kurangnya kepercayaaan diri siswa ketika proses pembelajaran bahasa Indonesia. Aspek menyimak terlihat siswa kurang memiliki kemampuan yang baik dalam menyimak karena materi menyimak yang dianggap sulit dipahami oleh siswa. Siswa kurang percaya diri untuk berbicara terutama berbicara di depan kelas. Kemampuan berbicara kurang dilatih sejak dini sehingga berlanjut sampai ke tingkat yang lebih tinggi. Pembelajaran membaca seringkali diidentikkan dengan membaca pemahaman, membaca sekilas, dan sebagainya semua proses membaca mempengaruhi kepercayaan diri yang menurunkan kecerdasan linguistiknya. Hasil penelitian menunjukkan siswa yang percaya diri dapat menyimak dengan baik dengan menonjolkan pemahaman konsep diri yang meningkatkan kepercayaan diri terhadap hasil simakannya. Berbicara meningkatkan percaya diri siswa ketika berbicara di depan kelas. Ketika telah dipahami bagaimana konsep diri pribadi siswa, siswa menjadi percaya diri berbicara di kelas karena pembelajaran bahasa Indonesia kemampuan siswa dalam berbicara lebih banyak dilatih baik berbicara di depan kelas maupun ketika diskusi kelas. Abstract: This research is motivated by the low self-confidence of students in Indonesian language learning which impedes the teaching and learning process because in Indonesian language learning requires students to actively listen, speak, read and write. Purpose of this study is to determine the relationship between self-concept and linguistic intelligence with the confidence of fifth grade students in learning Indonesian. This research method is classified as correlational research. The facts show the lack of student confidence when learning the Indonesian language. The listening aspect shows that students lack good ability to listen because listening material is considered difficult for students to understand. Students lack the confidence to speak, especially speaking in front of the class. The ability to speak is not trained from an early age so that it continues to a higher level. Learning to read is often identified with reading comprehension, skimming, and so on all reading processes affect self-confidence which decreases linguistic intelligence. The results showed that students who were confident could listen well by highlighting the understanding of self-concepts that increased confidence in the results of their simulations. Speaking increases students' confidence when speaking in front of the class. When it has been understood how students 'personal self-concepts, students become confident speaking in class because learning Indonesian language students' ability to speak more trained both speaking in front of the class and when class discussions.

The learners’ ability to write a well-organized argumentative essay has gained prominence within the last decades. The multiple intelligences play a significant role in enhancing the precision of both language and thought during the writing process. The current study aimed at investigating the possible relationship between linguistic and logical intelligences and the frequency of informal fallacies and evidence types in Iranian EFL learners’ argumentative essays. To the end, a total of 110 upper-intermediate EFL learners were asked to respond to the relevant items of Multiple Intelligences Developmental Assessment Scale (MIDAS) and to write an argumentative essay. The informal fallacies and four categories of evidence were identified using two models of argumentation. Among several categories of informal fallacies and evidence, only statistical evidence was absent in argumentative essays. The results of Pearson product-moment correlation coefficient revealed a significant relationship between the participants’ linguistic and logical intelligences and the frequency of informal fallacies and evidence types in their argumentation. However, no significant difference was found between male and female EFL learners in terms of the frequency of informal fallacies and evidence types in their argumentative essays. The findings contribute to enhancing the efficiency of writing materials and courses by considering the learners’ individual differences.

The purpose of this study was to investigate the effectiveness of the different patterns of the digital story in the development of linguistic intelligence skills and Mindfulness in Jordanian primary students during the Corona pandemic. The study sample consisted of 43 students and was randomly (a simple random sample) selected. The study sample was divided into two groups. The first group consisted of 23 students who studied through a written digital story, as the second group consisted of 20 students who studied through the digital audiovisual story. The dependent variables were linguistic intelligence skills and mindfulness. The researcher used two scales. The first is to measure linguistic intelligence skills, and the second is to measure mindfulness. Data were collected, and appropriate statistical analysis was performed. ANCOVA was used to determine the significant differences between the two groups. Analyses of covariance ANCOVA were performed to examine the main effects of the independent variables on the dependent variables. This study showed that students using the digital audiovisual story model performed significantly better than those using the written digital story in linguistic intelligence skills and mindfulness. [ABSTRACT FROM AUTHOR]

The aims of the study are to construct an online instrument to assess different aspects of morphological awareness and to examine its development and its relation to reading comprehension in grades 2–4 in Hungarian children. Altogether, 4134 students were tested. The online test evaluated inflectional, derivational, and compound morphological skills with five subtests. The instrument proved to be reliable. CFA examinations revealed that the five subtests were empirically distinguishable dimensions. Inflectional, derivational, and compound morphology as the three main dimensions of morphological awareness were also empirically supported by our data. Morphological awareness skills improved significantly and developed in parallel with reading skills throughout grades 2–4. The increase in the development of morphological awareness from grade 2 to grade 3 tends to be faster than the growth between grade 3 and 4. Positive moderate correlations were found between morphological skills and reading comprehension and the relationships seem to be stable throughout the three grades. The most significant predictor of reading comprehension is the Affix Identification for Nonwords subtest. Our study showed that morphological awareness could be assessed efficiently through online media and drew attention to the importance of morphological awareness in the development of reading comprehension and linguistic intelligence.

Copyright of Journal of College of Education / Wasit is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates the students' Linguistic Intelligence (LI) and Critical Thinking (CT) as Higher Order of Thinking Skills (HOTS) in the acquisition of English as a foreign language. 70 participants of Inland Water and Ferries Transport Polytechnic of Palembang took part in the current study. To measure the participants' linguistic intelligence scores, the researchers used the Thomas Armstrong Intelligence Test derived from Howard Gardner's MI Model. The instrument consists of 20 Likert type questions, for each of which 4 options are included. When testing participants' critical thinking, they used the scheme and the measures that trail after the Watson Glaser Critical Thinking Appraisal. This test consists of five parts that are inferences, assumptions, deductions, interpreting information, and arguments. The results indicated that 11.43% of students displayed below average performances and 58.57% displayed high linguistic intelligence [ABSTRACT FROM AUTHOR]

The article analyzes the methodological approaches and directions of research of intellectual regulation of communication. In the structure of this process, three main components are identified, which are basic for the study of mental communicative behavior – linguistic, social and emotional intelligence. On the basis of theoretical and methodological analysis of the problem, the methods of research of these varieties of intelligence have been determined. Thus, it is established that the study of linguistic intelligence occurs through the analysis of vocabulary, vocabulary definitions, discourse, dialogue and monologue speech. Methods of studying social intelligence have been defined and analyzed. It is found out that its basis is an analysis of a number of adaptive functions, status-role and social characteristics. The role of emotional intelligence in the system of intellectual regulation of communication is specified. It is proved that its main directions are an analysis of the ability to manage his own emotions and the ability to influence the emotions of others, which is studied by a number of experimental methods. It is noted that the function of intellectual regulation of communication is an integral mechanism that should be investigated in integrative unity. On the basis of the data of the methodological research and the generalizations carried out, a schema of experimental work is elaborated. It can be used as the basis for both the experiment, and the diagnostic research of the mental communicative abilities of individual clients.

Game-based learning is an innovative methodology that takes advantage of the educational potential offered by videogames in general and serious games in particular to boost training processes, thus making it easier for users to achieve motivated learning. The present paper focuses on the description of the Game to Learn Project, which has as its aim not only to promote the use of serious games and digital mini-games for the development of Multiple Intelligences, but also to analyse whether this methodology results in increased learning. Teachers assessed the level achieved by primary education students (N=119) in each learning category, before and after participating in the project, by means of a qualitative instrument. Finally, after corresponding analysis through descriptive statistical techniques, bivariate correlations, and ANOVA, the results showed significant differences between children’s learning levels in logical-mathematical, naturalistic and linguistic abilities before and after their participation in this innovative project, thus revealing a widespread increase in every indicator.

This study aims at identifying the indicators of linguistic intelligence implied in the activities books of reading and linguistic communication of the level three secondary syllabus (term system) in Saudi Arabia. The researcher used the analytical descriptive approach which involves content analysis in order to answer the study questions. The tools of the study consisted of a list of indicators of linguistic intelligence that should be impeded in the activities books of reading and linguistic communication for the level three secondary syllabus (term system) and a card of the content analysis that was derived from this list. The researcher found out that the main four domains of the indicators of linguistic intelligence are reinforcing vocabulary, reinforcing linguistic appreciation, encouraging conversation and elocution skills, and encouraging writing skills. From these four main domains, 21 subsidiary indicators were derived. Moreover, the research found 255 indicators in the two books that were distributed differently. The most frequent indicator was (encouraging the conversation and elocution skills) which was repeated 97 times, reaching 38% of the indicators’ total frequency. The next indicator was (encouraging writing skills) with 83 repetitions and 32.5% of the total frequency. The third indicator was (reinforcing linguistic appreciation) with 52 repetitions and 20.4% of the total. The least frequent indicator was (reinforcing vocabulary) with 23 repetitions and 9.2% of the total. This research offers recommendations related to increasing the interest in linguistic intelligence and improving it for students through their education, especially the secondary level. [ABSTRACT FROM AUTHOR]

This research was a quasi-pretest-posttest design experimental study with experimental and control classes. The experimental class applied the VAK model and the control class applied the guided inquiry model. The research was conducted on fifth-grade students of primary schools in Surakarta in the academic year 2018/2019 with a sample of 114 students selected by random sampling technique. The research data was obtained by a narrative writing test instrument that had been validated by linguists and evaluation experts before tested. The results showed the mean score of narrative writing skills gained in the experimental class was 0.44 compared to the control class of -0.30. The results of the independent sample t-test showed a significant difference between the experimental class and the control class with a t-value of 25.155 and a sig. (2-tailed) value of 0.000 <0.05. The effect-size calculation showed that the VAK model had a high effectiveness in learning narrative writing skills, with a value of d = 7.58. Based on the theory, related to learning style (visualization, auditory, kinesthetic) could enhance the increase in linguistic intelligence as an internal factor affecting narrative writing skills. Based on research findings and theories, it can be synthesized that in terms of linguistic intelligence, the VAK model is effective in improving narrative writing skills. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Association of Arab Universities for Higher Education Research is the property of Journal of the Association of Arab Universities for Higher Education Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cooperative learning may have beneficial impact on classroom teaching. The study aimed to identify the effect of cooperative learning in writing ability of the 7th class students in the subject of English. The population of the study consisted of 68 students enrolled at elementary level (7th grade) in Government Girls High School Burj Attari, Sheikhupura. There were two sections of 7th grade in the school and 34 students in each section. The study was Quasi Experimental with a Non-equivalent control group, pre-test and post-test design. One section was randomly selected as experimental group (X1) and the other was assigned to control group (X2) on the basis their previous class results. The results describe there is a significant difference between post-test scores of control and experimental group. Findings of the current study reveal that cooperative learning method is more effective than the grammar translation method among students. It is recommended that teachers might apply cooperative learning techniques to improve students' writing skill in the classroom. [ABSTRACT FROM AUTHOR]

Copyright of Alustath is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study was an attempt to investigate the differences in the accessibility of phonological, semantic, and orthographic aspects of words in L2 vocabulary learning. For this purpose, a sample of 119 Iranian intermediate level EFL students in a private language institute in Karaj was selected. All of the participants received the same instructional treatment. At the end of the experimental period, three tests were administered based on the previously-taught words. A subset of Gardner’s’ (1983) Multiple Intelligences questionnaire was also used for data collection. A repeated measures one-way ANOVA procedure was used to analyze the obtained data. The results showed significant differences in the accessibility of phonological, semantic, and orthographic aspects of words in second language vocabulary learning. Moreover, to investigate the relationships between spatial and linguistic intelligences and the afore-mentioned aspects of lexical knowledge, a correlational analysis was used. No significant relationships were found between spatial and linguistic intelligences and the three aspects of lexical knowledge. These findings may have theoretical and pedagogical implications for researchers, teachers, and learners.

This study examines the influence of linguistic intelligence on social intelligence. Sample for the study includes 152 urban secondary school students (77 boys and 75 girls) from muslim minority community, of class IX of Vikas High School, Edi Bazar Hyderabad, Telangana, India. The data for measuring Social Intelligence is collected using Tromso Social Intelligence Scale (TSIS) developed by Silvera et al. (2001)1. Linguistic Intelligence is measured using the GPA score of the students in the latest formative evaluation of languages (Hindi, Telugu and English).SPSS Ver.23 is used to measure the regression coefficient and squared regression coefficient. The correlation coefficient between linguistic and social intelligences is r=0.507 (sig. at α=0.01). The simple linear regression coefficient of the two variables is R=0.507(p=0.000) and adj. squared regression coefficient R²=0.252(p=0.000).The role of gender is found to be strong on both the variables and hence partial correlation is conducted blocking the influence on gender on them. The partial correlation coefficient is r12.3=0.387 (p=0.000). In the light of these evidences, there is a highly statistically significant, positive in nature and strong in magnitude relationship of linguistic intelligence and social intelligence in school students of VIIIth and IXth standards. Girls from muslim community are found to be more linguistically and socially intelligent than boys with point biserial correlation coefficients between gender and linguistic intelligence being r=0.705 (sig. at α=0.01) and between gender and social intelligence being r=0.355 (sig. at α=0.01), respectively. The Educational implications are discussed in the light of the findings of Sacher committee report. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Association of Arab Universities for Higher Education Research is the property of Journal of the Association of Arab Universities for Higher Education Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Basic Education College Magazine For Educational & Humanities Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study analyse the multiple intelligence skills of LIS professionals in working government and private universities in Tamil Nadu. Data were collected through questionnaire method. Totally 441 questionnaire were collected from 114 in traditional, 291 in Professional and 36 in Multi-discipline subjects. The study reveals that the private universities LIS professionals are more compare than government universities. The respondents from Government Universities are better skilled than their counterparts from private universities in all the 17 linguistic intelligence skills. Both government and private ranked first in the statement better stock verification. It is also clearly understand the respondents of Government universities are better skilled than their counterparts at private universities in respect of their bodily-kinaesthetic intelligence. The study found that in the statement "I enjoy working with other LIS professionals" ranked with first both government and private universities in the Interpersonal Intelligence skills. A well equipped library professional good at many skills is an asset any institution he/she works in. His/her multiple intelligence skills may bring drastic changes and positive impacts both in the library landscape and library services. The study suggested that professional bodies / learned societies in the field of library and information science may join hands with universities and other non-governmental organizations to organize various soft skills / multiple intelligence skills training programmes taking a survey beforehand. A well groomed library professional good at many skills is an asset any institution he/she works in. His/her multiple intelligence skills may bring drastic changes and positive impacts both in the library landscape and library services. [ABSTRACT FROM AUTHOR]

Game-based learning is an innovative methodology that takes advantage of the educational potential offered by videogames in general and serious games in particular to boost training processes, thus making it easier for users to achieve motivated learning. The present paper focuses on the description of the Game to Learn Project, which has as its aim not only to promote the use of serious games and digital mini-games for the development of Multiple Intelligences, but also to analyse whether this methodology results in increased learning. Teachers assessed the level achieved by primary education students (N=119) in each learning category, before and after participating in the project, by means of a qualitative instrument. Finally, after corresponding analysis through descriptive statistical techniques, bivariate correlations, and ANOVA, the results showed significant differences between children's learning levels in logical-mathematical, naturalistic and linguistic abilities before and after their participation in this innovative project, thus revealing a widespread increase in every indicator. [ABSTRACT FROM AUTHOR]