Jelisaveta Šafranj, Ph.D. ^(1){ }^{1} Jelisaveta Šafranj 博士 ^(1){ }^{1}The University of Novi Sad, Faculty of Technical Sciences Novi Sad, Serbia 諾維薩德大學技術科學學院 塞爾維亞諾維薩德Jelena Zivlak ^(2){ }^{2} 耶萊娜·齊夫拉克 ^(2){ }^{2}The University of Novi Sad, Faculty of Technical Sciences Novi Sad, Serbia 諾維薩德大學技術科學學院 塞爾維亞諾維薩德
Original scientific paper 原始科學論文
UDC: 37.013.77 UDC：37.013.77
DOI: 10.17810/2015.72 DOI： 10.17810/2015.72
Creative Commons 知識共用
Attribution 4.0 歸因 4.0
International License 國際許可證
SPATIAL-VISUAL INTELLIGENCE IN TEACHING STUDENTS OF ENGINEERING 工程學生教學中的空間視覺智慧
Abstract 抽象
The paper deals with the impact of teaching activities that cater for spatial-visual intelligence on students’ achievements in English for Specific Purposes (ESP). The objective of this research was to determine whether the application of a variety of language activities that encourage spatial-visual intelligence result in the improvement in learning English. The research was carried out on two groups of students (58) attending an ESP course. The first group was taught on teaching activities based on visual presentation, creating charts and bulletin boards, mind-mapping, imagination and visualization tasks. The second group was taught according to conventional language teaching practice. Students’ language knowledge was tested at the beginning and the end of the course which lasted over the period of one semester. The data analysis was carried out through quantitative analysis which included descriptive analysis and using a series of repeated measures analyses of variance (ANOVA) in Statistica statistical software. Post-hoc Scheffe tests were also employed to see if there was any significant difference among the variables. The results show better achievements at the end of semester for the group which was exposed to teaching activities suited to learners with strong spatial-visual intelligence. When students are aware of their strong and weak intelligences, this knowledge may be utilized in their future learning. Teachers may design a syllabus taking advantage of a variety of teaching activities and use different tools and materials intended to cater for certain intelligences. It also helps strengthen creativity in teaching activity, and advances interaction with students. 本論文探討了滿足空間視覺智慧的教學活動對學生特定用途英語 （ESP） 成績的影響。本研究的目的是確定應用各種鼓勵空間視覺智慧的語言活動是否會導致英語學習的改善。該研究是對參加 ESP 課程的兩組學生 （58） 進行的。第一組教授基於視覺演示的教學活動、創建圖表和公告板、思維導圖、想像力和可視化任務。第二組根據傳統的語言教學實踐進行教學。學生的語言知識在課程的開始和結束時進行測試，為期一個學期。數據分析是通過定量分析進行的，其中包括描述性分析和使用 Statistica 統計軟體中的一系列重複測量方差分析 （ANOVA）。還採用了事後 Scheffe 檢驗來查看變數之間是否存在任何顯著差異。結果顯示，該組在學期末取得了更好的成績，他們接觸到了適合具有強空間視覺智慧的學習者的教學活動。當學生意識到他們的聰明才智時，這些知識可能會用於他們未來的學習。教師可以利用各種教學活動設計教學大綱，並使用不同的工具和材料來滿足某些智力。它還有助於加強教學活動的創造力，並促進與學生的互動。
Key words: English for Specific Purposes, Multiple Intelligence Theory, spatial-visual intelligence, teaching activities. 關鍵詞： 特定用途英語， 多元智能理論， 空間視覺智慧， 教學活動.
1. Introduction 1. 引言
The Multiple Intelligence (MI) Theory is highly applicable and appreciated in modern education due to its main claim that every individual has eight intelligences and they all work together in a unique way. It was proposed by Howard Gardner in his book “Frames of Mind”, and subsequently developed by his team at Harvard University through Project Zero (Gardner, 1983). He offered a unique concept on intelligence and had a pluralistic view of mind which recognizes many different sides of cognition and cognitive styles, since people have different cognitive strengths (Gardner & Moran, 2006). The theory can alter our perception of learning, 多元智慧 （MI） 理論在現代教育中高度適用和受到讚賞，因為它的主要主張是每個人都有八種智慧，並且它們都以獨特的方式協同工作。它是由 Howard Gardner 在他的《Frames of Mind》一書中提出的，隨後由他在哈佛大學的團隊通過 Project Zero 開發（Gardner，1983）。他提出了一個獨特的智力概念，並有一個多元化的心智觀，認識到認知和認知風格的許多不同方面，因為人們有不同的認知能力（Gardner & Moran），2006）。該理論可以改變我們對學習的看法，
since everybody owns all intelligences, but they are not developed equally (Waterhouse, 2006). 因為每個人都擁有所有智慧，但它們的發展並不均衡（Waterhouse，2006）。
The definition of intelligence by Gardner is different in comparison with its more conventional usage, when it generally refers to an individual’s IQ (measurable on a Simon-Binet scale) or " g " meaning “general intelligence” as proposed by Charles Spearman in 1927. In MI Theory intelligences can be associated with an individual’s aptitude or potentials - the fact that an individual is either high or low in one specific area does not make him any more or less intelligent in the traditional sense. Here are the proposed intelligences: 加德納對智力的定義與其更傳統的用法相比是不同的，當它通常指的是個人的智商（可在西蒙-比奈量表上測量）或“g”，意思是查理斯·斯皮爾曼在 1927 年提出的“一般智力”。在 MI 理論中，智力可以與個人的才能或潛力相關聯——一個人在一個特定領域的高或低這一事實並不意味著他或多或少具有傳統意義上的智力。以下是建議的情報：
Verbal/linguistic intelligence is an ability to use language effectively and communicate well in speaking and writing. People who excel in this intelligence usually have a good vocabulary, like reading books and manipulate words and languages easily. 語言/語言智慧是一種有效使用語言並在口語和寫作中進行良好溝通的能力。擅長這種智力的人通常有很好的詞彙量，喜歡讀書，很容易縱單詞和語言。
Visual/Spatial intelligence is the ability to visualise space and objects within the mind’s eye. People who prefer to use this kind of intelligence would rather draw a picture than write a paragraph. They notice colour, shapes and patterns and how light falls on the object, and comprehend mental models. 視覺/空間智慧是可視化心靈眼中空間和物體的能力。喜歡使用這種智慧的人，寧願畫畫也不願寫一段。他們注意到顏色、形狀和圖案以及光線如何落在物體上，並理解心智模型。
Logical/Mathematical intelligence is the ability to perceive and think using numbers and logic. People who excel in this intelligence like solving abstract problems and often do so by trial and error. They can see patterns in thought and logic as well as in nature. People who prefer to use logical/mathematical intelligence usually do well on standardized comprehension/written language tests. 邏輯/數學智慧是使用數位和邏輯進行感知和思考的能力。擅長這種智慧的人喜歡解決抽象問題，並且經常通過反覆試驗來實現。他們可以看到思維和邏輯以及自然界中的模式。喜歡使用邏輯/數學智慧的人通常在標準化理解/書面語言測試中表現出色。
Bodily-Kinaesthetic intelligence is the ability to use one’s body and mimic another’s actions. People with a preference for this kind of intelligence generally have skills such as strength, balance endurance, flexibility and coordination. They use the body skilfully to express ideas and feelings to solve problems, create products or present emotion. 身體動覺智慧是使用一個人的身體並模仿另一個人的行為的能力。偏愛這種智力的人通常具有力量、平衡耐力、柔韌性和協調性等技能。他們巧妙地利用身體來表達想法和感受，以解決問題、創造產品或表達情感。
Musical intelligence is the ability to recognise rhythm and tone. People who are musically intelligent can usually hear music in their heads and learn songs quickly. They like to play some musical instrument or spend hours listening to music. They easily recognize and use nonverbal sounds: pitch, rhythm and total patterns. 音樂智慧是識別節奏和音調的能力。音樂聰明的人通常可以在腦海中聽到音樂並快速學習歌曲。他們喜歡演奏一些樂器或花幾個小時聽音樂。他們很容易識別和使用非語言聲音：音高、節奏和總體模式。
Interpersonal intelligence is the ability to empathise with other people and perceive mood. People with a high preference for this intelligence always have a talent for understanding other people - their feelings, thoughts, motivations, moods, needs and their struggles. They can also use these skills to help and comfort people, to manipulate and persuade people. 人際智慧是與他人產生共鳴和感知情緒的能力。高度偏好這種智慧的人總是具有理解他人的才能——他們的感受、想法、動機、情緒、需求和他們的掙扎。他們還可以利用這些技能來説明和安慰人們，縱和說服人們。
Intrapersonal intelligence is the ability to reflect and be introspective. People with a preference for this intelligence like to ponder questions like “Who am I?” or “What is the purpose of life?”. Their goal is to understand themselves, so they take time to become aware of many different emotions that live inside them. 個人內在智慧是反思和內省的能力。偏愛這種智慧的人喜歡思考諸如“我是誰”或“人生的目的是什麼”之類的問題。他們的目標是瞭解自己，所以他們花時間去了解他們內心的許多不同情緒。
Naturalistic intelligence is the ability to recognise differences in nature, and classify both the animal and plant kingdoms. People who excel in this intelligence are always concerned with observing, classifying and understanding the parts of the physical environment as well as show understanding of natural phenomena. 自然智慧是識別自然界差異並對動物和植物界進行分類的能力。擅長這種智慧的人總是關心觀察、分類和理解物理環境的各個部分，以及表現出對自然現象的理解。
MI Theory is comparable to other theories of learner styles, such as VARK model (Fleming & Baume, 2006; Fleming, 2011), which considers four learning styles - Auditory, Visual, Kinaesthetic and Reading or Structure of Intellect (SI) theory from 1950 (Guilford 1950, 1967). However, Multiple Intelligence Theory is more suitable for the study due to the more MI 理論與其他學習者風格的理論相當，如 VARK 模型（Fleming & Baume， 2006;Fleming， 2011），該研究考慮了四種學習方式 - 聽覺、視覺、動覺和閱讀或智力結構 （SI） 理論（1950 年）（Guilford 1950,1967）。然而，多元智慧理論更適合研究，因為
convenient number of intelligences, learning styles, and aptitudes when adapting course materials. This theory provides sound essentials from which it is possible to distinguish weak and strong student learning areas and take advantage of that information by adapting teaching materials to make them more appropriate to the student’s preferences. 在調整課程材料時，智慧、學習風格和能力的數量很方便。該理論提供了可靠的基本要素，從中可以區分學生學習的弱項和強項，並通過調整教材使其更適合學生的喜好來利用這些資訊。
The theory can change the way people think about learning. For example, if a student realizes that he is strong in spatial-visual intelligence but does not excel in linguistic intelligence he can get a whole new perspective on his abilities and change his views about learning (Salem, 2013). In addition, he may practice his stronger intelligences and develop his weaker intelligences (Yenice & Aktamis, 2010). Some authors also argue that there are different ways to be intelligent within each category, reasoning that there is no set standard of features that someone should possess to be intelligent in a particular field of interest (Rahimi & Qannadzadeh, 2010). For example, someone may not be able to read, but could still be very linguistic because he excels in telling a great story or has highly developed oral vocabulary (Akbari & Hosseini, 2008). In addition, there are several factors that influence the development of multiple intelligence, and they include biological factors i.e. hereditary or genetic factors, personal life history i.e. experience with parents, teachers, friends, as well as cultural and historical background (Amiryousefi & Tavakoli, 2011). 該理論可以改變人們對學習的看法。例如，如果一個學生意識到他在空間視覺智慧方面很強，但在語言智慧方面並不出色，他就可以對自己的能力有一個全新的視角，並改變他對學習的看法（Salem，2013）。此外，他可能會練習他更強的智慧並發展他較弱的智慧（Yenice & Aktamis， 2010）。一些作者還認為，在每一類別中都有不同的聰明方式，理由是沒有設定的特徵標準，一個人應該具備在特定的興趣領域變得聰明（Rahimi & Qannadzadeh，2010）。例如，某人可能無法閱讀，但可能仍然非常會語言，因為他擅長講述精彩的故事或具有高度發達的口語詞彙（Akbari & Hosseini，2008）。此外，有幾個因素會影響多元智能的發展，包括生物因素，即遺傳或遺傳因素，個人生活史，即與父母、老師、朋友相處的經驗，以及文化和歷史背景（Amiryousefi & Tavakoli，2011）。
Spatial-visual intelligence has been described as an ability to visualize or create an image which characterize the spatial world. According to (Haley, 2004) spatial intelligence considers the ability to mentally reconstruct or modify the outlook of objects in space, concluding with the representation of ideas (Sadeghi & Farzizadeh, 2012). Individuals with highly developed spatial intelligence are also sensitive of colours, shapes and forms. According to Haley (2001) this kind of intelligence also includes the aptitude to graphically represent spatial or visual ideas. People with highly developed spatial intelligence are often designers and architects (Qualter et al. 2012). When considering second language learning and teaching, various tasks such as different use of diagrams, concept mapping or pictures effectively facilitate students who excel in visual-spatial intelligence (Stanciu et al. 2011). This intelligence includes sensitivity to shape, colour, form, line, space, as well as the interactions that exist between these elements. It is also the ability to comprehend mental models, manipulate and shape them spatially and draw them in detail (Loori, 2005). Thus, specifically, people with highly developed spatial-visual intelligence (Ibmian & Hadban, 2013) are known to: 空間視覺智慧被描述為一種可視化或創建表徵空間世界的圖像的能力。根據（Haley， 2004）空間智能考慮的是心理上重建或修改空間中物體外觀的能力，最後是觀念的表示（Sadeghi & Farzizadeh，2012）。空間智慧高度發達的個體對顏色、形狀和形式也很敏感。根據 Haley （2001） 的說法，這種智慧還包括以圖形方式表示空間或視覺想法的能力。空間智慧高度發達的人通常是設計師和建築師（Qualter et al. 2012）。在考慮第二語言的學習和教學時，各種任務，如圖表的不同使用、概念圖或圖片，有效地促進了在視覺空間智慧方面表現出色的學生（Stanciu et al. 2011）。這種智慧包括對形狀、顏色、形式、線條、空間以及這些元素之間存在的相互作用的敏感性。它還是一種理解心智模型、在空間上縱和塑造它們以及詳細繪製它們的能力（Loori，2005 年）。因此，具體來說，具有高度空間視覺智慧的人（Ibmian & Hadban，2013）已知有：
be good at puzzle building 擅長拼圖
be good at reading, writing and understanding charts and graphs 擅長閱讀、寫作和理解圖表和圖形
have good sense of direction 有良好的方向感
have good sense of sketching and painting 具有良好的素描和繪畫意識
have good sense of interpreting visual images 具有良好的視覺圖像解讀能力
think in pictures 用圖片思考
create mental images due to retain information 創建因保留信息而產生的心理圖像
enjoy looking at maps, charts, pictures 喜歡看地圖、圖表、圖片
enjoy watching videos and movies 享受觀看視頻和電影的樂趣
According to Gardner, students can better understand their individual weaknesses and strengths when they identify their multiple intelligences (MI). Therefore, supporting students to develop their own MI profiles can facilitate them become more willing to purchase required skills for learning foreign language. Students’ MI profiles can be used to prepare customized activities due to increase the learning process on the whole. Prior researches reported that MI theory had important implications for teaching language skills because it facilitated the use of 根據 Gardner 的說法，當學生識別出自己的多元智慧 （MI） 時，他們可以更好地瞭解自己的弱點和優勢。因此，支持學生開發自己的 MI 檔案可以幫助他們更願意購買學習外語所需的技能。學生的 MI 檔案可用於準備定製活動，因為總體上增加了學習過程。先前的研究報告稱，MI 理論對語言技能的教學具有重要意義，因為它促進了