THE ROLE OF DIFFERENT INTELLIGENCE TYPES IN FOREIGN LANGUAGE LEARNING

Abstract

This theoretical article examines the psychological mechanisms of foreign language acquisition, focusing on English. Challenging the view that equates language mastery solely with high general intelligence, the study integrates frameworks by Vygotsky, Carroll, and Gardner. It analyzes how linguistic, logical, spatial, and emotional intelligences function during learning and evaluates how specific cognitive profiles facilitate structural versus communicative skills. The findings show that intelligence acts as a cognitive filter rather than a rigid gatekeeper, dictating optimal learning pathways.