Gender Representation under Emotioncy: Interpersonal Intelligence and Vocabulary Learning in Reading Activity
لینک خرید / دانلود
This paper investigated at shedding more lights into the relationship between interpersonal intelligence, the learners’ vocabulary learning and emotioncy through reading activity. It tried to find out whether there was any significant relationship between the performance of participants with emotioncy, interpersonal intelligence and their vocabulary learning in reading activity or not. This study also tried to compare the performance of male and female language learners to figure out which group would have a better performance in their vocabulary learning through reading. This study used quantitative methods and 31 freshmen students participated in this study. A quantitative study consists of a vocabulary test, a reading passage, an English proficiency test, a multiple intelligences questionnaire and emotioncy scales followed in this study. The results indicated that reading texts can greatly assist the learners in developing the level of their vocabulary knowledge through emotioncy. The results also made clear teach that emotioncy had a significant relationship with reading comprehension and male gender. This finding can be of help to material developers to design texts based on the emotioncy criterion and teachers are required to be aware of the criterion in selecting the materials for teaching English in their own contexts. On the other hand, teachers should acknowledge different intelligences of the students and prepare student-centered activities that cater to all the students’ intelligences.
Key words: Emotioncy, Emotioncy-based model, Interpersonal intelligence, Vocabulary learning, Reading activity