LANGUAGE IN INDIA

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Volume 25:5 May 2025
ISSN 1930-2940

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         T. Deivasigamani, Ph.D.
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Exploring the Use of Multiple Intelligences in
Second Language Acquisition

Kavya Rayala, M.A.
and
Dr. K. Madhavi, Ph.D.

Abstract

Second Language Acquisition (SLA) refers to the study of individuals who learn a language beyond their native language. The terms first language, native language and mother tongue are often used synonymously, generalized as L1 as opposed to L2. L1 is acquired in early childhood, without any formal instruction, from people who speak the language. Acquisition of L2 can be viewed primarily as a consequence of simultaneous multilingualism where acquisition of L2 occurs along with a child's L1 and sequential multilingualism where an additional language is learnt after L1 has already been established.

The complexity in the study of SLA arises due to its multidisciplinary nature, theory and approach that researchers from different academic disciplines take towards SLA. Influences from theoretical linguistics, cognitive and social psychology has yielded new insights and resulted in a scattered picture of theories, methods and findings (Ellis, R. 2010). On the other hand, Multiple Intelligences (MI) theory by Howard Gardner looks at the possibility of individuals having eight different intelligences in varying degrees. The paper aims to understand and explore Second Language theories and approaches from linguistic, psychology and socio-cultural perspectives while looking at the possible use of MI for second language acquisition.

Keywords: second language acquisition, multiple intelligences, linguistic, psychological and socio-cultural framework of SLA

Literature Review

Fries, C. (1945) developed a pedagogy of language based on behaviorism that claimed repetition and practice as integral to language learning habits. Further, Skinner (1975), by applying behaviorism to language, argues that language learning happens through stimulus- response reinforcements resulting in habit formation. However, Chomsky (1959) in ?Review of B.F. Skinner Verbal Behavior? writes a critique of Skinner?s stimulus- reinforcement language learning. According to Chomsky, children are born with an innate faculty that guides them in acquiring language, known as Language Acquisition Device (LAD).

Selinker, L. (1972) coined the term ?Interlanguage? to refer to the intermediate stage in L2 learning where a transition from L1 to L2 occurs. Schumann, J. (1978) in an attempt to study L2 production notices that early ?interlanguages resemble pidgins,? simplified language utterances for communication. At a theoretical level, Stephen Krashen in Second Language Acquisition and Second Language Learning developed the Monitor model where he claims the difference between learning and acquisition and considers acquisition to be a subconscious process. He also stresses the importance of comprehensible input to acquire L2. As an extension to Krashen?s idea of comprehensible input, Swain, M. (1985) in ?Communicative competence: Some roles of comprehensible input and comprehensible output in its development? argues that in addition to comprehensible input, learners need to produce output to develop L2 communicative abilities.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Kavya Rayala, M.A.
Research Scholar
National Institute of Technology, Warangal, India
kr720122@student.nitw.ac.in
Dr. K. Madhavi, Ph.D.
Professor
National Institute of Technology, Warangal, India
madhavik24@nitw.ac.in
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