THE IMPACT OF EMOTIONAL INTELLIGENCE ON LEARNING LANGUAGES

Аннотация

Multiple studies have been performed in the domain of second language learning, centering onthe approaches and methods people utilize to gain expertise in a language that is not their L1. Numerous academics have devised diverse experiments and hypotheses to elucidate the factors that contribute to the cultivation of a learner's habit of learning or the determinants of their success in acquiring languages. The theoretical framework of fundamental learning principles is proposed by a behavioral approach that can apply to all living beings. The cognitive perspective has facilitated an enhanced comprehension of the intricacies associated with the relationship between language and thoughts. Lastly, thesociocultural viewpoint has persuaded us to take heed of learners' social and cultural perspectives. This case study analyzes the revelations on multiple intelligence by undertaking a comparative and contrasting evaluation of learners' Second Language Acquisition (SLA). Specifically, the study aims to investigate the impact of learners' cognitive preferences on their SLAs by examining the contrasting cases of two learners withdifferent intelligence preferences. Keywords: Multiple intelligences, second language acquisition, cognitive process, interpersonal, intrapersonal, diversity, pre-test, post-test Introduction: According to Brown, learning a second language is recognized as a complex process. In the capacity of language instructors, it is incumbent upon us to meticulously discern the learner's initial behavior, establish explicit objectives, implement appropriate methodologies, and develop a systematic evaluation mechanism [1:92]. The facilitator's responsibility encompasses the identification and analysis of learners' conduct and aptitudes, as well as the provision of constructive guidance toward resolving challenges and attaining their desired objectives with minimal obstacles. Howard Gardner was one of the first linguists who developed the theory of multiple intelligences. His theory of multiple intelligences places a huge emphasis not on how people are intelligent but on how their intelligence works. His findings helped us to determine the student’s strengths and find a unique approach to them as they possess exceptional intelligence distinguishing one another. It means that some of them can be good at mathematics and have a tendency to solve logical-problematic issues, whereas others can demonstrate strength in linguistics, being able to use words in the correct form and use language to express meaning. Several decades ago the diversity of teaching methods and approaches was not the same as they are now. We used to be taught traditionally, where the main character of the study process was a teacher, and the lessons were provided based on one form of curriculum. Nowadays, the process has totally changed, and teachers with learner- centered lessons try to meet therequirements of all students. Discussion and results: A number of scholars have proposed various concepts regarding Multiple Intelligences. The idea of intelligent quotient was first mentioned by Alfred Binet, psychologist and creator of Stanford-Binet Intelligence Scales. This was the first http://www.internationaljournal.co.in/index.php/jasass 344 Volume15Issue03, March2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 intelligence test to measure the intelligence of people. Although the proposed test revolutionized the world of psychology and is still used, Binet himself did not believe that his measurement could be used to measure all levels of intelligence and stressed some limitations of the test by clarifying that intelligence is such a broad concept that can not be measured by a single test. Following Alfred in 1983, Howard Gardner made an effort to develop the theory and helped us to see why IQ is too simplistic a concept to account for a whole host of skills and abilities. Gardner suggested types of intelligences: Linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, naturalist, interpersonal, and intrapersonal. It was maintained that by looking only at the first two categories, we rule out a great number of human beings' mental abilities. He also showed that our traditional definitionof intelligence is culture-bound [1:92]. Later, Howards, in his interview, stated: “People are different from one another and rather than to force everybody to be logical which is what language logic does, it recognizes different ways learning and different ways showing what have understood…so, it`s equalizing each kind of abilities…in English we don't mark cases, in other words "book" is "book" whether it is nominative or accusative in Latin you do mark cases. To explain cases to people, it is something where you can use logical intelligence because it is a concept that would not be known to people. That is the place where you will have to figure out different ways in which you should present the co