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The dissertation includes analysis of the main features of the theory of multiple intelligences (MI) in the light of current trends in psychology. It examines the application of Gardners model in education and the question of its effectiveness. Paralleles are drawn between the psychological profile of young learners and the principles of MI. An analysis of various methods and approaches in foreign language teaching (FLT), pointing to different levels of interaction between each of them and the cornerstones of MI, is followed by a description of the main aspects of MI application in FLT and a discussion of studies of its influence on language acquisition. The Bulgarian contribution is also considered. To test the authors hypothesis that applying the principles of the theory of multiple intelligences leads to higher effectiveness of the process of studying English as a foreign language in the primary classroom a one-year experiment with second-graders is conducted. Higher effectiveness of the process of learning English is defined as better developed language skills, higher involvement in the English lessons and more positive attitudes towards English lessons. The research stages, methods, criteria, instruments and organization are described. The statistical analysis of the data shows higher effectiveness of the process of studying English in the experimental group manifested in better productive skills and a higher level of positive attitudes towards English lessons. The conclusions at the end of the dissertation are of theoretical and practical relevance. Recommendations and possible paths of future investigation are provided.
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