Exploring the Relationship between Logical-Mathematical Intelligence and Grammar Learning Ability of Iranian EFL Intermediate Students

The present study attempted to explore the relationship between logical/mathematical intelligence and grammatical learning ability of Iranian intermediate EFL learners. To this end, 30 students (15 males and 15 females) were randomly selected through an Oxford Placement Test. Afterward a teacher-made grammar test was administered among EFL learners. All the participants were given directions concerning the content of the test, and the way they were expected to answer each item. Next, the target participants were asked to fill out a logical-mathematical intelligence (LMI) questionnaire. The results suggested a significant relationship between the performance of high and low groups of students in their ability of learning grammar and LMI. Moreover, there was not a significant difference between the performances of male and female groups in grammar ability. More precisely, the results revealed that students with higher LMI learned grammar better that those with lower LMI. In addition, the findings indicated that this relationship was not significant for the gender as the second variable of the study. The finding may suggest advantages to language teachers, EFL learners, policy makers and curriculum designers engaged in locally ELT material design.

کلیدواژه ها:

Intelligence ، Multiple Intelligence Theory ، Logical/Mathematical Intelligence ، Grammar ، Gender