relationship between iranian l2 learners’ multiple intelligences and language learning strategies

l2 learners’ multiple intelligences (mi) profile plays a central role in theirperformance on different aspects of language learning, one of which is the use oflanguage learning strategies (llss). gaining insights into the relationship betweenmi and llss makes l2 teachers better understand their learners’ strengths andweaknesses in the use of such strategies and lets them guide the learners better in thisregard. this study was an attempt to explore the (possible) relationship betweeniranian l2 learners’ mi profile and their use of llss. the participants were 30 femalelearners, aged 13-25, studying in a language institute in iran. to measure their miscores, mckenzie’s mi inventory (1999) was used, and their learning strategy usewas examined through the strategy inventory for language learning (sill). to findthe (possible) relationship between the participants’ overall mi scores and their use ofstrategies as well as the (possible) relation between individual intelligences andstrategy use, pearson product-moment correlation was conducted. the resultsrevealed a strong positive relation between the participants’ mi scores and their useof llss. also, strong positive correlations were found between verbal intelligenceand memory and cognitive learning strategies, intrapersonal intelligence and memorylearning strategies, and visual intelligence and cognitive learning strategies. thefindings have implications for l2 pedagogy. identifying l2 learners’ dominantintelligences and, accordingly, their strengths and weaknesses in using llss as wellas raising their awareness, l2 teachers can increase l2 learners’ strengths andminimize their weaknesses in using llss and improve the efficacy of teaching andlearning llss.