Abstract

During the last three decades, multiple intelligence (MI), proposed by Gardner (1983), has drawn considerable attention from the researchers. The present study reviews the effects of Multiple Intelligences (MI) on Learning English as a Foreign Language (LEFL) and the relationship between multiple Intelligences and Teaching English as a Foreign Language (TEFL). According to Gardner’s (2001) classification, nine different types of intelligences are considered important each of which has an impact on the specific skill in language learning. This paper compares and contracts the findings of different MI studies on learning and teaching, concluding that the relationship between MI, LEFL and TEFL is controversial.

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