Multiple Intelligences as Strategy for Teaching EFL to high school graduates

1. the need for experience;

2. the process of assimilation;

3. developmental stages.

These three principles are not only suited to adult learners but they have been readily adopted in the primary school, and the following are suggestions for practicing cognitive principles in the classroom with younger children:

a) Give experience of the language they are learning - teach them poems, rhymes, songs, tell them stories, talk to them.

b) Give them activities - painting, modeling, playing game, etc.

c) Don't stick rigidly to a predetermined language syllabus - allow the activities that take place in the class to range freely and develop naturally and let the occurrence of stimulating events that happen in the environment influence the vocabulary and structures that are introduced and practiced in each lesson.

Viewing language learning as a natural creative process rather than as habit formation, suggests that the teacher should provide guided practice in thinking in the language rather than a mere repetition drill. Such mental involvement tends to make language learning more enjoyable tor the student, - hence improved attitudes and better results.

It seems also appropriate to remind ourselves that teaching involves much more than a knowledge of methods. However well-versed a teacher may be in psychological and linguistic theories, in techniques and methodologies, his knowledge alone will not assure success. An even more basic ingredient of all good teaching is the teacher's attitude toward his students and his work.

We must recognise the teacher's compassionate, intelligent, individual approach to his work as the essential factor in successful language teaching,To sum it up, language in CC-LT is viewed as an abstract model, governed by its own rules; language material is assimilated in blocks, not discretely i.e. in their constitutive elements; assimilation is directly proportional to comprehension; frequency of contrast is more important than frequency of repetition. According to this theory assimilation of language is achieved by conscious control over phonological, grammatical, and lexical models of a foreign language by way of conscious learning and analysis.

And, finally, practice and pedagogical experimenting shows that the priority of a certain methods is not justified. Some specialists believe that a creative synthesis of provisions of every method (eclecticism) may yield good results.

1.1.2. Current Concepts in secondary school graduates EFL

While the field of teaching English as a foreign language (EFL) to high

school graduates has its own unique terms and concepts, it often draws

from the professional vocabulary of other areas of education such as K-

12, adult basic education, and higher education. This article presents a

selection of such terms and concepts, discussing them as they are

applied in the adult ESL context and citing sources where they are

described with adult immigrant learners in mind. Some terms are broad,

representing theories or approaches, while others might be more

accurately described as methods or techniques. Most are mutually

supportive and can be integrated in instruction to expand and enrich learning in any EFL setting.

Authentic or Alternative Assessment