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[Abstract]Intelligence is a hot issue in the language studying.According to the explanation of dictionary，intelligence is usually called ‘wisdom’，means the ability of study，memory，thinking，knowing objective things and solving the practical problems.
[key words]intelligence，foreign language learning
Traditional intelligence refers to the ability of languages and logical mathematics，modern ‘IQ’ namely intelligence quotient was developed according to Alfred Binet’s research on the beginning of this century；it has mainly contained the comprehensive test of language and logic mathematics.Success in the study and life seems to be identical with high IQ.In study model of Ausubel，high IQ person has high-efficiency ability of information input and store undoubtedly.The ability is of great function to set up concept system and reject useless information.
Now，let us discuss on foreign language learning，can we think briefly that ‘a wise man’（who has a high IQ）can learn a foreign language more successfully？ The biggest obstruction of foreign language learning stems to lie in the issue of memory.We can suppose like this：If a student can remember what the teacher taught and what he once heard，then he would he a very successful foreign language learner.Is the situation really like this？ In fact，‘IQ’ of foreign language study is far more complicated than one can imagine.
Dr.Gardner（1937）of Harvard University has put forward an objection to the present intelligence test.He thinks that intelligence should include seven kinds of factors：①the linguistic，②the logical-mathematical，③the spatial，④the musical，⑤the body-kinesthetic，⑥the intrapersonal（e.g.insight，metacognition），⑦the interpersonal（e.g.social skills）.However，traditional intelligence tests only examine the first two abilities.Gardner thinks to briefly define intelligence as the ability of linguistics and logical mathematics，actually only witnesses a small fraction of intelligence by excluding the majority of the human intellectual strength of heart.
Then，what influence does intelligence have on foreign language learning？ Some researchers find that one’s intelligence is in direct proportion to his or her foreign language learning achievement.Davies had been investigated students who studied French in 32 middle schools in Britain from 1966 to 1969.The result indicated that one student's general intelligence has the closest relations with his French level.The results of Chastain（1969）and Genessee（1976）'s studies showed that intelligence had relation to cognitive symbol teaching approach and academic language ability（reading，grammar and vocabulary）rather than listening，speaking and verbal expression skills.Ekstrand（1979）also found that the intelligence had little relevance to listening and oral abilities，while intelligence had great relation to reading，dictating and writing. In Oller and Perkins' opinions，intelligence factor and language acquisition ability fell into the category of general factor.However，such general intelligence factor is not the necessary factor in mother tongue learning.All children（except those with serious amentias）can learn the Grammar of mother tongue.In this case it can be regarded that since intelligence is not the decisive factor in the mother tongue learning，probably it isn't an important factor in foreign language learning，either，especially when the acquisition of second language is performed in the natural environment.Cummins（1979）put forward a compromise statement in which he distinguished two kinds of language abilities of different nature：① Cognitive or academic ability，this ability is closely related to general intelligence；② Basic interpersonal ability，it is one of the essential compositions of the oral communication ability，and the factor which influence social language skill.In his opinion，these two kinds of abilities are independent from each other.Both of them have great impact on acquisition of mother tongue and foreign language.The viewpoint of Cummins has its theory meanings：If the study of foreign language is proceeded under the natural environment，ability is not a decisive factor；if the foreign language teaching is mainly conducted on class and if it emphasizes on the form teaching，intelligence factor will play an important role，which is a very useful predictive factor：Up till now，there is no final conclusion about how great is the influence of intelligence on foreign language learning.Dai Weidong（1994）wrote that：‘the intelligence factor itself is a concept，which is hard to be defined.The intelligence factor is related to age，namely the brains maturity，and environmental factor.Its influence on the course of language learning is complicated.According to some existing results of study，the younger the age is，the smaller is the influence of the intelligence factor；the more formal study environment is，the more comprehensive analyzing capability and skill arc needed，and vise versa’.
參考文献
[1] JackC.Richards & Theodore S.Rodgers，Approaches and methords in Language Teaching [M].Foreign Language Teaching and Research Press & Cambridge University Press，2004.
[2] D.H.Brown，Principles of Language Learning and Teaching [M].Foreign Language Teaching and Research Press，2005.134-132
作者简介
李冰（1981.03——），女，山东人，现任东北大学秦皇岛分校语言学院讲师，硕士研究生，研究方向为英语语言学及应用语言学。
（作者单位：东北大学秦皇岛分校语言学院）
[key words]intelligence，foreign language learning
Traditional intelligence refers to the ability of languages and logical mathematics，modern ‘IQ’ namely intelligence quotient was developed according to Alfred Binet’s research on the beginning of this century；it has mainly contained the comprehensive test of language and logic mathematics.Success in the study and life seems to be identical with high IQ.In study model of Ausubel，high IQ person has high-efficiency ability of information input and store undoubtedly.The ability is of great function to set up concept system and reject useless information.
Now，let us discuss on foreign language learning，can we think briefly that ‘a wise man’（who has a high IQ）can learn a foreign language more successfully？ The biggest obstruction of foreign language learning stems to lie in the issue of memory.We can suppose like this：If a student can remember what the teacher taught and what he once heard，then he would he a very successful foreign language learner.Is the situation really like this？ In fact，‘IQ’ of foreign language study is far more complicated than one can imagine.
Dr.Gardner（1937）of Harvard University has put forward an objection to the present intelligence test.He thinks that intelligence should include seven kinds of factors：①the linguistic，②the logical-mathematical，③the spatial，④the musical，⑤the body-kinesthetic，⑥the intrapersonal（e.g.insight，metacognition），⑦the interpersonal（e.g.social skills）.However，traditional intelligence tests only examine the first two abilities.Gardner thinks to briefly define intelligence as the ability of linguistics and logical mathematics，actually only witnesses a small fraction of intelligence by excluding the majority of the human intellectual strength of heart.
Then，what influence does intelligence have on foreign language learning？ Some researchers find that one’s intelligence is in direct proportion to his or her foreign language learning achievement.Davies had been investigated students who studied French in 32 middle schools in Britain from 1966 to 1969.The result indicated that one student's general intelligence has the closest relations with his French level.The results of Chastain（1969）and Genessee（1976）'s studies showed that intelligence had relation to cognitive symbol teaching approach and academic language ability（reading，grammar and vocabulary）rather than listening，speaking and verbal expression skills.Ekstrand（1979）also found that the intelligence had little relevance to listening and oral abilities，while intelligence had great relation to reading，dictating and writing. In Oller and Perkins' opinions，intelligence factor and language acquisition ability fell into the category of general factor.However，such general intelligence factor is not the necessary factor in mother tongue learning.All children（except those with serious amentias）can learn the Grammar of mother tongue.In this case it can be regarded that since intelligence is not the decisive factor in the mother tongue learning，probably it isn't an important factor in foreign language learning，either，especially when the acquisition of second language is performed in the natural environment.Cummins（1979）put forward a compromise statement in which he distinguished two kinds of language abilities of different nature：① Cognitive or academic ability，this ability is closely related to general intelligence；② Basic interpersonal ability，it is one of the essential compositions of the oral communication ability，and the factor which influence social language skill.In his opinion，these two kinds of abilities are independent from each other.Both of them have great impact on acquisition of mother tongue and foreign language.The viewpoint of Cummins has its theory meanings：If the study of foreign language is proceeded under the natural environment，ability is not a decisive factor；if the foreign language teaching is mainly conducted on class and if it emphasizes on the form teaching，intelligence factor will play an important role，which is a very useful predictive factor：Up till now，there is no final conclusion about how great is the influence of intelligence on foreign language learning.Dai Weidong（1994）wrote that：‘the intelligence factor itself is a concept，which is hard to be defined.The intelligence factor is related to age，namely the brains maturity，and environmental factor.Its influence on the course of language learning is complicated.According to some existing results of study，the younger the age is，the smaller is the influence of the intelligence factor；the more formal study environment is，the more comprehensive analyzing capability and skill arc needed，and vise versa’.
參考文献
[1] JackC.Richards & Theodore S.Rodgers，Approaches and methords in Language Teaching [M].Foreign Language Teaching and Research Press & Cambridge University Press，2004.
[2] D.H.Brown，Principles of Language Learning and Teaching [M].Foreign Language Teaching and Research Press，2005.134-132
作者简介
李冰（1981.03——），女，山东人，现任东北大学秦皇岛分校语言学院讲师，硕士研究生，研究方向为英语语言学及应用语言学。
（作者单位：东北大学秦皇岛分校语言学院）