*Assistant Professor of Applied Linguistics, Dept. of English, College of Humanities, Yasouj University, Iran
**Islamic Azad University of Yasouj, Iran
Online published on 23 July, 2015.
The present study aimed at investigating the correlation between Multiple Intelligences and Reading Comprehension Skills and English Vocabulary Learning in EFL Learners. The population of the study consisted of all high school students (230) in Shahed High School, Yasouj. Using simple random sampling, a total number of 90 EFL learners were selected as the participants. A multiple intelligence questionnaire based on Gardner's (1999) was administered. In addition, the Nation's Level Test (2001) was administered to measure their English vocabulary learning. Moreover, a reading comprehension test was administered to gauge their reading comprehension ability. Both descriptive and inferential statistics including Pearson correlation and multiple regressions were run to analyze the data. The findings of the study showed that there is a significant relationship between reading comprehension skill and linguistic-verbal, logical-mathematical, visual-spatial and naturalist intelligences with correlation coefficient of 0.413, 0.192, 0.204 and 0.157, respectively (P<0.05). However, there are no significant relationships between reading comprehension skills and musical-rhythmic, bodily-kinesthetic, intrapersonal and existential intelligences. The findings also showed that there is a significant relationship between English vocabulary learning and linguistic-verbal, logicalmathematical, visual-spatial, naturalist and interpersonal intelligences with correlation coefficient of 0.449, 0.226, 0.266, 0.257 and 0.313 respectively (P<0.05). However, there are no significant relationship between reading comprehension skills and musical-rhythmic, bodily-kinesthetic, intrapersonal and existential intelligences.
Multiple Intelligences, Reading Comprehension Skills, English Vocabulary Learning, High school students
