Exploring Relationships Between Field (In)dependence, Multiple Intelligences, and L۲ Reading Performance Among Iranian L۲ Learners

L۲ learners’ individual differences are crucial factors that deserve attention in L۲ education. Focusing on ۲ main areas of individual differences (i.e., field (in)dependence and multiple intelligences), this study explored their relationships with L۲ reading performance. Participants were ۶۴ TEFL undergraduates and postgraduates. To assess the participats’ degree of field (in)dependence and multiple intelligences profiles, GEFT (Witkin, Oltman, Raskin, & Karp, ۱۹۷۱) and McKenzie’s Multiple Intelligences Inventory (۱۹۹۹) were administered, respectively, and their L۲ reading performance was assessed through a task-based reading test (Salmani-Nodoushan, ۲۰۰۳), which measures performance on ۵ reading tasks of true-false, sentence completion, outlining, elicitation of writer’s views, and scanning. Data were quantitatively analyzed using Pearson product-moment correlation. Results revealed significant positive relationships between field independence and performance on the ۴ reading tasks of true-false, sentence completion, outlining, and scanning. Moreover, intrapersonal intelligence was found to correlate significantly and positively with the scanning performance.

Keywords:

Individual Differences , Field (In)dependence , Multiple Intelligences , L۲ Reading Performance