Abstract:

This article reports a quasi-­‐‑experimental quantitative study which investigated the effects of vocabulary teaching techniques based on Multiple Intelligence Theory on learning and retention of English vocabulary. For the study, two 11th grade classes were randomly assigned as the Experimental and the Control Group. Multiple Intelligence Inventory was applied to the Experimental Group to identify the learners’ dominant intelligences and prepare classroom activities accordingly. Vocabulary test was applied to both the Experimental and the Control Group as a pre-­‐‑test. The students in the Experimental Group learned vocabulary through activities based on Multiple Intelligence Theory, while the students in the Control Group learned by using traditional techniques. Both groups were post-­‐‑tested at the end of the study. In order to determine the long-­‐‑term retention, the vocabulary test was reapplied to both groups as a delayed post-­‐‑test two weeks after the study. The data was analyzed through Analysis of Covariance (ANCOVA) by using SPSS 11. The results of the study suggest that Multiple Intelligence Theory-­‐‑based activities have a significant effect on language learner comprehension and retention of English vocabulary.

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