Hazırlık okulu öğrencı̇lerı̇nı̇n bı̇r yıllık yoğun İngı̇lı̇zce eğı̇tı̇mı̇ sonrası dı̇lsel zekâları

This study examines the English language development of preparatory school students, excluding English Language Teaching and Translation and Interpreting departments, after one year of intensive English language training. For this purpose, the Teele Inventory of Multiple Intelligences (TIMI), developed within the framework of the Theory of Multiple Intelligences (TMI) to measure types of intelligence, including linguistic intelligence, was used. Data were collected, and descriptive statistical analyses were carried out to determine, after a one-year intensive English education, how many students ranked linguistic intelligence as their most dominant intelligence, how many ranked that intelligence among their top three dominant intelligences, and whether gender, age, type of high school graduated from, length of previous English language learning period, and the departments to attend after preparatory school were effective as factors on linguistic intelligence. A total of 248 Turkish and international students enrolled in a state university preparatory program participated in the study. The results revealed that language intelligence was not the most common dominant type among the students and was the most dominant intelligence in a small percentage of students, 4.4%. In terms of the top three dominant intelligences, in addition to the 4.4% group who ranked language intelligence as their first dominant intelligence, 9.3% of the students ranked it as their second and 14.1% as their third dominant intelligence. In terms of linguistic intelligence development, female students (N=181) were better than male students (N=67), and younger students (18-20 years old) were ahead of older students (21-24 years old). When the data were analyzed in terms of the type of high school the students graduated from, it was seen that students who graduated from Turkish high schools that give priority of importance to foreign language teaching, such as Anatolian High Schools, and students who graduated from foreign high schools performed better than other students in terms of linguistic intelligence, and in terms of the length of the previous English learning period, students who attended schools with preparatory classes such as Anatolian High Schools were found to be more advanced. In terms of the department to be pursued after preparatory school, it was found that students who will continue their studies in departments that require human interaction and masterful command of English, such as Psychology and International Relations, had higher linguistic intelligence. The results show that books and materials printed by local or foreign publishing houses with the aim and desire to sell as many copies as possible are far from achieving the desired results even for students who do not take any other subject other than English for a year, even if they claim to be the most up-to-date, because they do not recognize the differences in individual intelligence, which is the key to unlocking students' brains and getting them ready and willing to learn a new language. The one-size-fits-all approach to textbook preparation and material development does not appeal to the types of intelligence students have. To increase success, educators should create materials and learning environments that appeal to students' intelligences, which, in turn, will contribute to the development of the linguistic intelligence of preparatory school students in intensive English programs as an effective incentive to motivate them to learn a foreign language.