%0 Journal Article
%T Towards Creative Foreign Language Teaching: The Theory of Multiple Intelligences in Use
%A Renata Botwina
%J Journal of Pedagogy and Psychology "Signum Temporis"
%D 2010
%I 
%R 10.2478/v10195-011-0029-2
%X Introduction. The article provides a conceptual setting for conscious teaching whereby classroom activities are referred to the principles of MIT. It also advocates an experimental insight into foreign language teaching where both a teacher and a student are encouraged to explore, discover and practice their multiple intelligences while teaching and mastering foreign languages. Additionally, practical implications of MIT for FLT are discussed and illustrated by a few examples of the activities designed in the framework of the theory. The Aim of the Study. To establish a new perspective on both effective and creative foreign language teaching (FLT) in the framework of Howard Gardner's Theory of Multiple Intelligences (MIT). Methods: examination of MIT, deductive/inductive analysis Results. Foreign language students benefit from FLT methods with a reference to MIT which, being learner-centred, cater for an individual student's needs and preferences, provide a meaningful context for FLT and, consequently, increase the level of students' motivation for learning foreign languages. Conclusions. Foreign language teachers should experiment with MIT for a number of reasons: firstly, to establish a student-oriented insight into teaching; secondly, to provide a meaningful context for teaching; and finally, to increase the level of students' motivation to learn a foreign language.
%K foreign language teaching (FLT)
%K theory of Multiple Intelligences (MIT)
%K intelligences
%K verbal/linguistic intelligence
%K experimental learning/teaching
%K learner-centred teaching
%K individualized instruction
%K independent learning
%K success
%U http://versita.metapress.com/content/073tq013vt432r36/?p=fe75ad9967a14db5a1ab60b17dfda66d&pi=1