maryam adibpour

L2 learners’ individual differences are crucial factors that deserve attention in L2 education. Focusing on 2 main areas of individual differences (i.e., field (in)dependence and multiple intelligences), this study explored their relationships with L2 reading performance. Participants were 64 TEFL undergraduates and postgraduates. To assess the participats’ degree of field (in)dependence and multiple intelligences profiles, GEFT (Witkin, Oltman, Raskin, & Karp, 1971) and McKenzie’s Multiple Intelligences Inventory (1999) were administered, respectively, and their L2 reading performance was assessed through a task-based reading test (Salmani-Nodoushan, 2003), which measures performance on 5 reading tasks of true-false, sentence completion, outlining, elicitation of writer’s views, and scanning. Data were quantitatively analyzed using Pearson product-moment correlation. Results revealed significant positive relationships between field independence and performance on the 4 reading tasks of true-false, sentence completion, outlining, and scanning. Moreover, intrapersonal intelligence was found to correlate significantly and positively with the scanning performance.

L2 learners’ multiple intelligences (MI) profile plays a central role in their performance on different aspects of language learning, one of which is the use of language learning strategies (LLSs). Gaining insights into the relationship between MI and LLSs makes L2 teachers better understand their learners’ strengths and weaknesses in the use of such strategies and lets them guide the learners better in this regard. This study was an attempt to explore the (possible) relationship between Iranian L2 learners’ MI profile and their use of LLSs. The participants were 30 female learners, aged 13-25, studying in a language institute in Iran. To measure their MI scores, McKenzie’s MI Inventory (1999) was used, and their learning strategy use was examined through the Strategy Inventory for Language Learning (SILL). To find the (possible) relationship between the participants’ overall MI scores and their use of strategies as well as the (possible) relation between individual intelligences and strategy use, Pearson product-moment correlation was conducted. The results revealed a strong positive relation between the participants’ MI scores and their use of LLSs. Also, strong positive correlations were found between verbal intelligence and memory and cognitive learning strategies, intrapersonal intelligence and memory learning strategies, and visual intelligence and cognitive learning strategies. The findings have implications for L2 pedagogy. Identifying L2 learners’ dominant intelligences and, accordingly, their strengths and weaknesses in using LLSs as well as raising their awareness, L2 teachers can increase L2 learners’ strengths and minimize their weaknesses in using LLSs and improve the efficacy of teaching and learning LLSs.