The Multiple intelligences theory in the algerian EFL textbook
| dc.contributor.author | Meraihi, Naima | |
| dc.contributor.author | Adjadj, Djalila | |
| dc.date.accessioned | 2020-12-14T05:57:43Z | |
| dc.date.available | 2020-12-14T05:57:43Z | |
| dc.date.issued | 2020 | |
| dc.description.abstract | This research work aims at evaluating the Algerian third year secondary school course book of English “New Prospects”, which was introduced in 2007 by the Ministry of Education. The study is a micro-evaluation of the textbook, focusing on its activities in relation with the multiple intelligences theory. The study aims at investigating the suitability of the textbook activities to the learners’ needs , and teachers’ perspectives towards the multiple intelligences theory in the textbook activities. In order to conduct the research, a checklist was adapted from different ready- made proposed checklists to suit the aims of the research. In addition, a questionnaire was submitted to third year secondary school teachers who are using the course book as language teaching material in their classrooms. The results of both the checklist and the questionnaire revealed that the textbook activities cover the multiple intelligences theory in an unbalanced way which does not suit all the learners’ needs. Also, it shows that the linguistic intelligence is considered as the dominant type of intelligence in the Algerian third year textbook “New Prospects”, because it appeared in 100% of the textbook’ activities. Then, it is followed by two predominant types of intelligence which are the logical /mathematical intelligence that was presented in 82,33% of the activities, and the intrapersonal intelligence that was presented in 88,06% of the activities. Then, comes a subdominant type of intelligence which is the spatial/ visual intelligence that appeared with a percentage of 46,77% of the activities. Then, it is followed by the bodily/ kinesthetic intelligence, interpersonal intelligence, musical intelligence, and naturalist intelligence which are less dominant because they have less frequency of occurrence in the course book activities. | ar |
| dc.identifier.uri | http://hdl.handle.net/123456789/9561 | |
| dc.language.iso | es | ar |
| dc.publisher | Oum-El-Bouaghi | ar |
| dc.subject | Theory | ar |
| dc.subject | Multiple intelligen | ar |
| dc.subject | Text book evaluation | ar |
| dc.title | The Multiple intelligences theory in the algerian EFL textbook | ar |
| dc.title.alternative | an evaluation of the algerian third year secondary school textbook NEW Prospects | ar |
| dc.type | Other | ar |