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C. Linguistic Intelligence
a. The Nature of Intelligence
The idea of linguistic intelligence is derived from one of the types of the eight divisions of Multiple Intelligences by Howard Gardner in 1983. Some
researchers and he himself have been used the theory of Multiple Intelligences MI in their works Amstrong, 2003; Amstrong 2009; and Gardner, 2011. This
theory as a model of intelligence that differentiates intelligence into various specific primarily sensory modalities, rather than seeing it as dominated by a
single general ability. Gardner in Armstrong 2009: 6-7 divided the functional concepts of
intelligences into eight comprehensive categories or “intelligences”. They are:
1 Linguistic
The capacity to use words effectively, whether orally e.g., as a storyteller, orator, or politician or in writing e.g., as a poet, playwright, editor, or
journalist. This intelligence includes the ability to manipulate the syntax or structure of language, the phonology or sounds of language, the semantics or
meanings of language, and the pragmatic dimensions or practical uses of language. Some of these uses include rhetoric using language to convince
others to take a specific course of action, mnemonics using language to remember information, explanation using language to inform, and
metalanguage using language to talk about itself.
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2 Logical-mathematical
The capacity to use numbers effectively e.g., as a mathematician, tax accountant, or statistician and to reason well e.g., as a scientist, computer
programmer, or logician. This intelligence includes sensitivity to logical patterns and relationships, statements and propositions if-then, cause-effect,
functions, and other related abstractions. The kinds of processes used in the service of logical-mathematical intelligence include categorization,
classification, inference, generalization, calculation, and hypothesis testing.
3 Spatial
The ability to perceive the visual-spatial world accurately e.g., as a hunter, scout, or guide and to perform transformations upon those perceptions e.g.,
as an interior decorator, architect, artist, or inventor. This intelligence involves sensitivity to color, line, shape, form, space, and the relationships
that exist between these elements. It includes the capacity to visualize, to graphically represent visual or spatial ideas, and to orient oneself
appropriately in a spatial matrix.
4 Bodily-kinesthetic
Expertise in using one’s whole body to express ideas and feelings e.g., as an actor, a mime, an athlete, or a dancer and facility in using one’s hands to
produce or transform things e.g., as a craftsperson, sculptor, mechanic, or surgeon. This intelligence includes specific physical skills such as
coordination, balance, dexterity, strength, flexibility, and speed, as well as
proprioceptive, tactile, and haptic capacities.
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5 Musical
The capacity to perceive e.g., as a music aficionado, discriminate e.g., as a music critic, transform e.g., as a composer, and express e.g., as a
performer musical forms. This intelligence includes sensitivity to the rhythm, pitch or melody, and timbre or tone color of a musical piece. One can
have a figural or “top-down” understanding of music global, intuitive, a formal or “bottom-up” understanding analytic, technical, or both.
6 Interpersonal
The ability to perceive and make distinctions in the moods, intentions, motivations, and feelings of other people. This can include sensitivity to
facial expressions, voice, and gestures; the capacity for discriminating among many different kinds of interpersonal cues; and the ability to respond
effectively to those cues in some pragmatic way e.g., to influence a group of people to follow a certain line of action.
7 Intrapersonal
Self-knowledge and the ability to act adaptively on the basis of that knowledge. This intelligence includes having an accurate picture of oneself
one’s strengths and limitations; awareness of inner moods, intentions, motivations, temperaments, and desires; and the capacity for self-discipline,
self-understanding, and self-esteem.
8 Naturalist
Expertise in the recognition and classification of the numerous species—the flora and fauna—of an individual’s environment. This also includes
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sensitivity to other natural phenomena e.g., cloud formations, mountains, etc. and, in the case of those growing up in an urban environment, the
capacity to discriminate among inanimate objects such as cars, sneakers, and
CD covers.
b. The Nature of Linguistic Intelligence
People from different cultures have the ability of using their language skills. In numerous part of school and college education, two or three different
languages are being taught out of which one or two are the native languages while the other may be a foreign one. During education, the grammatical and oral forms
of the languages are learnt and the students use them throughout their life. According to Brown 2007: 2,
The language teacher needs to understand the system and functioning of the second language and the differences between the first and second
language of the learner. It is one thing for the teacher to speak and understand a language and yet another matter to attain the technical
knowledge required to understand and explain the system of that language – its phonemes, morphemes, words, sentences, and discourse
structures.
Nevertheless, being able to merely use the language is different from possessing linguistic skills. Language skills consist of the ability to use a language
correctly, and moreover, beautifully. Those understandings the beauty of a language and those being able to make creative use of it, are among the fortunate
few who possess linguistic intelligence. Linguistic intelligence manifests itself in terms of linguistic abilities
possessed by the intelligent few. Not everyone among us possesses linguistic
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skills; nor do all of us have a flair for learning different languages. Those who exhibit unusual ability in languages are said to possess linguistic intelligence.
Linguistically intelligent people take pleasure in the rhythms and the phonetics of words. They take keen interest in learning correct pronunciation and experiencing
the hidden melody in words. To gain better and deep understanding about linguistic intelligence,
besides what stated by Gardner about the definition of linguistic intelligence above, the following definitions are considered necessary to come into account.
“Linguistic Intelligence is the capacity to use language, your native language, and perhaps other languages, to express whats on your mind and to understand other
people.” Wily Walnut, 2009. According to Oak 2011, “Linguistic intelligence involves a deep
understanding of words and sensitivity to literal as well as the figurative meanings of words. It involves highly developed written and oral communication skills,
proper knowledge of grammar rules and the information about as well as a zest to learn different types of languages.”
Moreover, it also asserted that linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to
use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and
language as a means to remember information. Smith, 2008. In recognizing the students who have good linguistic intelligence, there are
some common characteristics. They are as follows: 1 Notices grammatical
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mistakes; 2 Often speaks of what they have read; 3 Likes to use “fancy” words; 4 Loves word games; 5 Cherishes their book collection; 6 Easily
remembers quotes and famous sayings; 7 Likes puns and rhymes; 8 Enjoys writing; 9 Enjoys foreign language; 10 Always enjoyed English class My
Personality, 2007. Some criteria of having linguistic intelligence ability are also stated in
Multiple Intelligences 2011 as follows: 1
a deep understanding of words and a sensitivity to the literal and figurative meanings of words,
2 highly developed oral and written communication skills,
3 knowledge of grammar rules and when it is appropriate to disregard those
rules, 4
sensitivity to the musical qualities and rhythms of words, 5
knowledge of the many different uses for language, such as persuasion, information, or pleasure.
Furthermore, Oak 2011 asserts some characteristics of people having linguistic intelligence as follows. Linguistically intelligent people like to read and
write. They are good with spelling words and sensitive towards language patterns. They are mostly found to be orderly and systematic with a strong ability to reason.
They are often observed possessing good memory and doing well in word games. In addition, the linguistic intelligence traits are: 1 like to read; 2 like to
write; 3 like to listen; 4 good at spelling; 5 sensitive to patterns; 6 like word games; 7 good memory for general knowledge; 8 orderly and systematic; 9
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ability to reason; 10 good public speakerdebater though may prefer either oral or written communication Wily Walnut, 2009.
Having high linguistic intelligence has a close relationship to the ability of reading competence and taking notes by the students because this area has to do
with words, spoken or written. “People with linguistic intelligence love and are talented with words. They enjoy reading, writing and learning languages. They
have an ability to teach and explain things to others. They learn best by reading, taking notes and going to lectures.” My Personality, 2007.
People possessing high linguistic intelligence are good orators and public speakers. Writers, editors, poets, journalists, scriptwriters, broadcasters, speech
writers, novelists, preachers, teachers, Englishwriting tutors, actoractress, lawyers and politicians are linguistically intelligent. Maya Angelou, J.K. Rowling,
Abraham Lincoln, Winston Churchill, Bill Clinton, Tony Robbins, William Shakespeare are some of the eminent personalities possessing linguistic
intelligence. To enhance linguistic intelligence, it is recommended that we practice
story-telling, participate in debates and discussions, learn new words, solve word puzzles and crosswords, practice letter writing, essay writing and read
voraciously. Participation in debates and discussions helps in the development of reasoning skills, reading books and solving crosswords helps in the enhancement
of vocabulary and writing encourages expression of thoughts in the right words Oak, 2011.
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Furthermore, there are some exercises to strengthen linguistic intelligence. They are as follows: 1 make up stories and tell them to someone else; 2 have
debates about current events; 3 discuss life, the universe and everything; 4 put together a family, school or work magazine or newsletter; 5 keep a journal; 6
learn new words every day; 7 interview friends, family and mentors; 8 write poems; 9 read all kinds of novels, stories and jokes; 10 write stories and jokes;
11 use a computer to write; 12 play vocabulary games and tests; 13 publish your own website dedicated to your special subject; 14 do puzzles and
crosswords; 15 learn about Neuro-Linguistic Programming; 16 write lettersemails to penpals; 17 write book reviews and product reviews Wily
Walnut, 2009. Some of us often have difficulties in putting our thoughts in right words.
Some face problems in wording their emotions. They fail in expressing what they want to say. Being able to word every emotion verbally is one skill, while
wording one’s thoughts and emotions in the written form is another. However, a blend of these capacities is found in some of the blessed individuals among us, the
linguistically intelligent ones. Reffering to the elaboration above, it can be concluded that linguistic
intelligence is a person’s capability to know or notice the grammar rule, know the different usage of the language eg: synonym and antonym, and deal with
spelling words. The aspects of linguistic intelligence are the abilities to grasp information, remember and recall information.
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From the statement above, therefore, the indicators of having a capability in linguistic intelligence can be stated as follows:
1 grammar rule
2 language usage
3 spelling
D. Previous Relevant Studies
Kategori