On the accessibility of phonological, orthographic, and semantic aspects of second language vocabulary learning andtheir relationship with spatial and linguistic intelligences

The present study was an attempt to investigate the differences in the accessibility of phonological,semantic, and orthographic aspects of words in L2 vocabulary learning. For this purpose, a sample of119 Iranian intermediate level EFL students in a private language institute in Karaj was selected. All ofthe participants received the same instructional treatment. At the end of the experimental period, threetests were administered based on the previously-taught words. A subset of Gardner’s’ (1983) MultipleIntelligences questionnaire was also used for data collection. A repeated measures one-way ANOVAprocedure was used to analyze the obtained data. The results showed significant differences in theaccessibility of phonological, semantic, and orthographic aspects of words in second languagevocabulary learning. Moreover, to investigate the relationships between spatial and linguisticintelligences and the afore-mentioned aspects of lexical knowledge, a correlational analysis was used.No significant relationships were found between spatial and linguistic intelligences and the threeaspects of lexical knowledge. These findings may have theoretical and pedagogical implications forresearchers, teachers, and learners.

Keywords:

linguistic intelligence , orthography , phonology , semantics , spatial intelligence , vocabulary learning