CC BY
0
References
1. Buck, G. (2001). Assessing Listening. Cambridge University Press.
2. Field, J. (2008). Listening in the Language Classroom. Cambridge University Press.
3. Goodwin, C. (2009). The Interactional Organization of Social Action in Conversation. Cambridge University Press.
© Annayeva G., 2024
УДК 37
Atamuradova J.Sh.,
instructor. Allanova T., student. Allaberdiyeva A.,
student.
Magtymguly Turkmen State University, Ashgabat, Turkmenistan
MULTIPLE INTELLIGENCE Annotation
Howard Gardner's Theory of Multiple Intelligences (MI) has transformed educational practices by challenging traditional views of intelligence. This article provides a detailed exploration of the MI theory, its components, and its educational implications. Gardner's model, which posits that intelligence is not a single, static ability but rather a collection of distinct types, has influenced curriculum design, teaching strategies, and student assessment.
Keywords:
multiple intelligences, educational psychology, intelligence theory, curriculum design.
Атамурадова Дж.Ш.,
преподаватель. Алланова Т., студентка. Аллабердыева А.,
студентка.
Туркменский государственный университет имени Махтумкули.
Ашхабад, Туркменистан
МНОЖЕСТВЕННЫЙ ИНТЕЛЛЕКТ Аннотация
Теория множественного интеллекта (МИ) Говарда Гарднера преобразила образовательную практику, бросив вызов традиционным взглядам на интеллект. В этой статье подробно рассматривается теория МИ, ее компоненты и ее образовательные последствия. Модель Гарднера, которая утверждает,
что интеллект — это не единая статическая способность, а скорее совокупность отдельных типов, повлияла на разработку учебных программ, стратегии обучения и оценку учащихся.
Ключевые слова:
множественный интеллект, педагогическая психология, теория интеллекта, разработка учебных программ.
The concept of intelligence has been historically viewed through a narrow lens, often confined to cognitive abilities that can be measured through standardized testing. However, Howard Gardner's Theory of Multiple Intelligences (MI), introduced in 1983, revolutionized the understanding of intelligence by proposing that individuals possess a variety of cognitive strengths beyond the conventional linguistic and logical-mathematical abilities. Gardner's theory asserts that there are multiple ways in which individuals process information and solve problems. This article examines the components of MI theory, its implications for education, and how it can be applied to enhance learning.
The Theory of Multiple Intelligences
Gardner's MI theory suggests that intelligence is not a single entity, but rather a collection of multiple, distinct intelligences that represent different modes of processing information. Initially, Gardner identified seven intelligences, and later expanded the list to include an eighth and ninth intelligence. These intelligences are:
Linguistic Intelligence
Linguistic intelligence involves sensitivity to spoken and written language. People with high linguistic intelligence are typically skilled in reading, writing, storytelling, and using language effectively. Writers, poets, and orators often exhibit this intelligence.
Interpersonal Intelligence
Interpersonal intelligence is the ability to understand and interact effectively with others. It involves sensitivity to the moods, motivations, and desires of other people. Teachers, therapists, and leaders often display high interpersonal intelligence.
Educational Implications of Multiple Intelligences
The MI theory has profound implications for education, particularly in terms of teaching practices, curriculum design, and student assessment. Gardner's model emphasizes the need to recognize the diversity of students' cognitive strengths and adapt teaching methods to support a broad range of intelligences.
Curriculum Design
The MI theory encourages educators to create curricula that integrate a variety of learning activities and materials, catering to different intelligences. For instance, a lesson on the solar system might include reading assignments (linguistic intelligence), model-building (spatial intelligence), music (musical intelligence), and role-playing (bodily-kinesthetic intelligence). Such a curriculum fosters engagement among students with different cognitive profiles and strengthens their understanding through multiple modes of representation.
Differentiated Instruction
In practice, teachers can apply differentiated instruction by tailoring their teaching strategies to accommodate the diverse intelligences present in their classrooms. For example, a teacher might use cooperative learning techniques to foster interpersonal intelligence or provide quiet time for self-reflection to support intrapersonal intelligence. The goal is to provide learning experiences that enable each student to use their strongest intelligences while also developing other areas.
Assessment Methods
Traditional assessment tools, such as standardized tests, often fail to capture the full range of students' abilities. MI theory suggests that assessments should reflect multiple forms of intelligence and provide opportunities for students to demonstrate their learning in diverse ways. For example, a student with high bodily-kinesthetic intelligence might be assessed through a performance task rather than a written test. Such
assessments ensure a more inclusive and holistic evaluation of student learning.
Howard Gardner's Theory of Multiple Intelligences has significantly impacted the field of education by encouraging a more inclusive and individualized approach to teaching and learning. By recognizing that intelligence is multifaceted, educators are better equipped to address the diverse needs of their students. While the theory has its critics, it has sparked important conversations about the nature of intelligence and the best ways to support students in their cognitive development. As educational practices evolve, the MI theory will likely continue to play a central role in shaping more effective, student-centered learning environments. References:
1. Armstrong, T. (2009). Multiple intelligences in the classroom (3rd ed.). ASCD.
2. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
3. Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. Basic Books.
© Atamuradova J.Sh., Allanova T., Allaberdiyeva A., 2024
UDC 811.521
Atayeva L.
Japanese language Instructor of Oguz Han Engineering and Technology University of Turkmenistan, Ashgabat, Turkmenistan Shajayeva G.
Instructor of Philology (Technical English and Japanese) at the Departmen of Oguz Han Engineering and Technology University of Turkmenistan,
Ashgabat, Turkmenistan
THE ROLE OF PROJECT - BASED LEARNING IN ENHANCING LANGUAGE PROFICIENCY AND INTERCULTURAL COMPETENCE IN JAPANESE LANGUAGE LEARNERS
Annotation
This study explores the role of project-based learning (PBL) in improving language proficiency and fostering intercultural competence among Japanese language learners. By engaging students in collaborative, real-world tasks, PBL encourages active language use and deeper cultural understanding. The research highlights how integrating authentic projects, such as cultural exchange initiatives or multimedia presentations, enhances vocabulary acquisition, communication skills, and cultural awareness. Findings suggest that PBL promotes learner motivation, critical thinking, and adaptability, essential for achieving fluency and intercultural competence in Japanese.
Keywords
project-based learning, japanese language, language proficiency.
Project-based learning (PBL) has emerged as one of the most effective pedagogical strategies in language education. This approach encourages active learning, student autonomy, and real-world application of language skills. In the context of learning Japanese, a language known for its complex writing system, intricate grammar structures, and deep cultural underpinnings, PBL offers a unique opportunity to engage students not only in language proficiency but also in the development of intercultural competence. PBL involves students working collaboratively on projects that integrate language learning with authentic tasks, enabling them to use the
