Konu-odaklı öğretim ortamında uygulanan çoklu zeka etkinliklerinin İngilizce dilbilgisi, kelime, yazma ve okuduğunu anlama ile öğrencilerin ve öğretmenlerin tutumlarına etkileri

It is a well known fact that each and every individual is different from each other in terms of many personal characteristics. The case is the same for foreign language learners, as well. Each language learner possesses distinct characteristics that s/he brings into language learning environments. Their distinct characteristics are also reflected on their intelligence profiles; therefore, each language learner is unique in terms of his/her intelligence profile. However, although it is an undisputable fact that each and every human being is unique, in language classrooms, most of the students are instructed through same methods, which can be named as traditional way of instruction, being expected to learn the same topics in the same ways with their peers no matter how they are different from each other. Traditional method of instruction involves instructing different students through the same techniques such as lecturing, drills, and memorization. Traditional method of language teaching is often based on verbal / linguistic and logical / mathematical intelligences of learners ignoring students' strengths or weaknesses in other domains. As a reaction to traditional view of considering all individuals as similar, Gardner proposed Multiple Intelligences Theory (MI Theory) which has fundamental implications for the processes of teaching and learning a foreign language. MI Theory is based on the idea that intelligence is not restricted by only verbal and mathematical abilities; instead there are multiple types of intelligence, which can be listed as visual, verbal, mathematical, kinaesthetic, interpersonal, intrapersonal, naturalistic, and musical intelligence. It suggests that people have unique combinations of these intelligences; thus each and every learner can have distinct ways of learning. Therefore, instead of following one type of instructional method, instructors need to incorporate various instructional techniques in their lessons in order to reach as many students as possible. The basic purpose of the present study is to explore the effects of Multiple Intelligences based activities implemented in a content-based context on grammar and vocabulary learning, reading comprehension, and writing development of EFL students at both 6th and 9th grade levels. The current study also aims at finding out whether there are any differences in students' attitudes towards learning English after the implementation of the MI-based activities through a content. Besides, the study has a goal of exploring teachers' attitudes towards the processes involved in the application of MI-based activities in language teaching. For these ends, a quasi-experimental study with a pretest – posttest design was conducted at both 6th and 9th grade levels. The findings suggest that instruction conducted through MI-based activities in a content-based context has been more effective than the traditional method in improving students' knowledge of grammar, vocabulary and their skills of writing and reading comprehension in English at both grade levels. The study also reveals that the students have positive attitudes towards English lessons conducted through MI-based instruction at both grade levels. In terms of teachers' opinions, the study puts forward that teachers have also positive attitudes towards MI-based instruction; however, they also have some reservations about the challenges involved in the process of implementing MI-based activities. In conclusion, it is appropriate to state that the findings of the present study have important implications for the processes involved in foreign language teaching in Turkey. Key Words: Foreign Language Teaching, Traditional method, Multiple Intelligences Theory, Content-Based Instruction