R. Pishghadam, S. Golparvar, Gholam Hassan Khajavy
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The Role of Narrative Intelligence in English Language Teaching, Major and Gender
This research attempt purports to examine the role of narrative intelligence
in the success of English language teachers with respect to major and gender. Seven
hundred and fifty three English language teachers and learners took part in this study.
Scales of narrative intelligence and teacher success were used to garner data in this
study. The findings indicated that there exists a significant relationship between teachers�
pedagogical effectiveness and their narrative intelligence. Moreover, EFL teachers who
majored in English literature showed a higher level of narrative intelligence. In addition,
there was no statistically significant difference between male and female teachers
in terms of narrative intelligence. Finally, the results were discussed and pedagogical
implications were provided in the context of language learning and teaching.
期刊介绍：
PORTA LINGUARUM is an international and interuniversity journal that specialises in foreign language didactics. Its aims to publish empirical studies, critical revisions, and theoretical models that relate to the many factors that influence the FL teaching and learning:
- The social and school context: the family’s social and cultural influence as well as the student’s mother language and its influence on the L2 learning process, etc.
- The students: their personal characteristics (age, gender, personality traits, etc.) as well as their attitudes, motivation, cognitive styles, etc.
- The FL teacher: the teacher’s mental representations, attitudes, motivation, individual characteristics, teaching methods, etc.
- Learning conditions and the learning process, variables that influence the teaching and learning processes in the classroom: efficiency of teaching strategies, teaching methods and techniques, second language acquisition processes, students and teachers interaction, effect of teaching resources and materials, etc.
- Learning outcomes: evaluation of procedures as well as the evaluation of the students’ communicative competence at different academic levels, etc.
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