Ever since the advent of the concept of multiple intelligences, it
has been the subject of much interest among researchers and
educational authorities. There has also been a considerable amount
of controversy among experts as to how it can influence our
learning. On the other hand, vocabulary and reading comprehension,
as two of the most fundamental elements of language have always
been of interest to teachers.Examination of our current
understanding of the relationships among MI, reading comprehension
and vocabulary knowledge generated from prior studies indicates the
need for a richer understanding of this relationship. The present
study is an theoretical review and an empirical analysis of
Multiple intelligences as predictors of L2 reading comprehension
and vocabulary knowledge.
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