Teaching vocabulary to very young learners with reference to multiple intelligence theory

This specific study concerns itself with the teaching vocabulary to preschool students aged five by using multiple intelligence based activities. The purpose of the thesis is to identify the multiple intelligence profile of very young learners and prepare multiple intelligence based lesson plans to present and teach new vocabulary. Another purpose of the thesis is to find out how long preschool students could store new vocabulary which was taught in line with their multiple intelligences. In order to achieve this, TIMI Test (Teele Inventory for Multiple Intelligences) has been administered so as to determine students' dominant intelligences. Data gathered has been analyzed. Following that, MI based lesson plans have been developed. After the six-week implemenation process, the performances of children have been assessed. MI Vocabulary Test 1 for Assessment and MI Vocabulary Test 2 for Assessing retention have been developed and administered. Help and feedback from two faculty staff who specialize in teaching young learners have been sought after. Then, the results have been analyzed and discussed. The findings of the research reveal that the activities from the lesson plans related to MI theory have a positive influence on the students' vocabulary learning and retention. Keywords: Very young learners, Teaching vocabulary, Multiple Intelligence Theory.