International English Multiple Intelligence Theory and Foreign Language Learning: a brain-based Perspective

11.6. The intrapersonal frame 
The intrapersonal intelligence gives us the capacity to understand the interna1 aspects of the self 
and to practise self-discipline. It can be related to studies about metacognitive knowledge and 
language learning, where metacognition refers to knowledge about oneself, about the language 
and about the procedures or strategies to be used for certain types of tasks (Wenden 1987). 
Knowing personal capacities and limitations in order to optimize personal performance is 
precisely one of the milestones of learning styles research applied to language learning 
(Christison, 1999; 
1995, 1998) and learning style assessment is a useful tool for language 
learners to "identify their preferred learning styles and stretch those styles by examining and 
practicing various learning strategies" 
1995: 
IX). As an important part of learning how 
to 
metacognition not only takes in knowledge of our mental processes but 
involves 
"knowledge of factors relating to the self, and the way in which these affect the use of cognitive 
process. Thus an awareness of one's personality, feelings, motivation and attitudes and leaming 
style at any particular moment would be included within such a concept of metacognitive 
awareness" (Williams and Burden, 1997: 155). 
Self-discipline is based on three metacognitive abilities: that ofthe perception ofpersonal 
emotions, the ability to control them and the talent for motivating the self (Goleman, 1995). 
Identifying personal emotions and reflecting upon what is causing them constitutes the 
step 
to 
self-control. In psychological and educational literature, the 
to guide thoughts, 
feelings, and actions toward the attainment of one's goals has 
studied by self-regulation 
theories (Bandura, 1997; Zimmermann, 2000) which 
that motivational, cognitive, and 
performance 
are influenced by goal orientation. 
Language learning tasks such as asking learners to think of the colour, 
texture which 
best 
their feelings, or the use of a questionnaire that helps them to be aware of their 
or reading activities where students develop their attitudes towards a problem 
(Robles, 2002) are examples of how to work on the intrapersonal intelligence in the language 
classroom. 
Servicio de Publicaciones. Universidad de Murcia. 
reserved. 
vol. 4 
2004, 
pp. 119-136 

---

130