TO THE QUESTION OF DETERMINING THE LEVELS OF INTELLIGENCE TYPES DEVELOPMENT IN THE CONTEXT OF LEARNING FOREIGN LANGUAGES

Today, the theory of G. Gardner’s multiple intelligence has become of great interest for the pedagogical community since it enables to look at the teaching-learning process from a new perspective. Despite the fact that the theory is actively employed in education, teachers do not take into account the contextual nature of the functioning of the intelligence types. The paper presents the results of multiple testing of the author’s methodology for determining the levels of development of intelligence types in the context of learning foreign languages. The author introduces a fundamentally new term “types of intelligence in the context of learning a foreign language” and studies the problem of determining the levels of development of intelligence types in the context of learning a foreign language. The author specifies the main provisions of the theory of multiple intelligence that were subsequently used to develop a questionnaire to determine the levels of intelligence development. An exercise has been defined as one of the key tools for activating, developing and determining the level of intelligence development. A fragment of the table represents the correlation of exercises, techniques, and technologies of teaching a foreign language to students with spatial and kinesthetic types of intelligence. The results of the current study reinforce the findings of previous experiments concerning the theory of multiple intelligence and prove the effectiveness of the questionnaire in determining the level of development of intelligence types of students in the context of learning foreign languages. Moreover, the data obtained lead to the conclusion that types of intelligence with a high level of development influence the choice of future professional activity.