A Phenomenological Study of views of High-School Student's with multiple intellingence on English Language and its Learning

This study examines the views of high-school students with different Multiple Intellingence about the English language and its learning.
To explore student's views, interpretive phenomenology and qualitative research approach was used. Participants were purposefully selected from 33 third grade students of a high school. After obtaining their MIs profile through Armstrong's questionnaire and McClellan and Conti's (2008) Questionnaire, two students for each Intelligence type were selected. Data were collected using semi-structured interviews and observations and then were analyzed using the Van-Manen method.
Results; The student's narratives were classified and described into five sections: the kind of motivation for learning English, the views on the social status of the English language, the views on English textbook contents and on the method of assessment and teaching.
Conclusion; The results showed that there were some false conceptions among students that should change, some of which include: having grammar interest as the main parameter to learn a language, considering learning a language as a difficult action, having an unfair view about the social level of the English language and that of their own first language and culture. The findings of this study can be used for a better understanding of students and using more effective methods of teaching, learning and assessment.