چكيده
With the development of humanistic psychology, people attach much importance to affective factors in language teaching. Humanists argue that the cognitive side of language learning should be combined with the affective side of language learning so as to promote man’s all-round development. However, the two sides of learning—cognition and emotion—are separated from each other in present language teaching, which pays too much attention to the cognitive side of language learning while neglecting the functions of affective factors. It is also a case in English teaching in Iran. Thus, the present study investigated the relationship among linguistic intelligence, academic self-efficacy and academic motivation of bilingual EFL learners. For this end, a total of 120 EFL learners of Tabriz, Urmia and Khoy Payame Noor and Azad Universities participated in the study. The learners were selected through first, Oxford Placement Test and then L2 language history questionnaire and then three questionnaires based on Gardner's multiple intelligences (Linguistic intelligence), Owen and Froman's academic self-efficacy and Vallerand's academic motivation scales. By analyzing the data, the results of the study were consistent with the results from monolingual EFL learners in that there was a significant relationship between linguistic intelligence and academic self-efficacy. Moreover, there was a significant relationship between linguistic intelligence and academic motivation. Furthermore, there was a significant relationship between academic self-efficacy and academic motivation. It should be mentioned that there was a negative and significant relationship between linguistic intelligence and amotivation and also academic self-efficacy and amotivation of bilinguals. This study of cognitive-affective variables of students will possibly provide additional insights in better identifying existing motivational challenges and taking more realistic perspectives about the ELT (English Language Teaching) situation in the multilingual status of the country.
Keywords: Linguistic Intelligence, Academic Self-efficacy, Academic Motivation, Intrinsic, Extrinsic, Amotivation, Bilingualism
