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Existential multiple intelligence deals with proclivity to pose 
and to ponder problems about the life, death and ultimate realties. 
Some supporters of multiple intelligence theory proposed spiritual 
or religious intelligence as a possible additional type of intelligence. 
And Gardner did not support this idea of committing it to a spiritual 
intelligence and suggested an “existential” intelligence as a useful 
construct.
Later the hypothesis of an existential intelligence has been 
further investigated by researchers.
Analysis of the psychological literature shows that there are 
proponents and critics of the theory of multiple intelligences. The 
defenders of the theory argue that the traditional definition of 
intelligence is too narrow and the broader definition more accurately 
reflects the differing ways in which people think and learn.
 
4. The innovative potential of emotional intelligence in FLT 
The critics of the theory stress out the fact that Gardner has not 
provided a test of his multiple intelligences and he originally 
defined it as the ability to solve problems that have value in at least 
one culture or as something that a learner is interested in. Thus 
studying of intelligence becomes difficult, because it differs in a 
broader concept of ability.
Gardner defines intelligence as bio-psychological potential to 
process information. And this information is activated in cultural 
setting to solve problems.
Bio-psychological potential has more ways to do this than 
logical in linguistic intelligence. According to Gardner the purpose 
of education is to develop intelligences and to help people reach 
professional (vocational) goals. And these people feel to be more 
involved into activities. 

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In predicting school and job performances and other life 
outcomes intelligence quotient is used. And many authors stress out 
the importance of it. Gardner contends that intelligence quotient test 
focus mostly on logical linguistic intelligence. These tests will give 
the chances of attending a prestigious colleges or universities. But 
while many students feel well in this the others do not. And 
criticizing intelligence quotient tests, holding states out that these 
tests can only provide a freeze frame view of crystallized 
knowledge.
They cannot assess or predict a person’s ability to learn, to 
assimilate new information and to solve problems. Some educators 
argue that Gardner’s theory of multiple intelligences will serve 
better for education because the teachers are possessed of using 
different methodologies, exercises and activities to reach all 
students not only those who excel at linguistic and logical 
intelligence. It makes the teachers find out new, more effective ways 
that will help individual students in acquiring knowledge. This is 
useful in learner-oriented teaching where every characteristic 
features (intelligence or abilities) are taken into consideration in 
organizing teaching.
Gardner studied different psychological and social variables of 
motivation and its role in a second language learning.
If a teacher 
is aware of these abilities of multiple intelligences he/she will have 
favorable opportunities of organizing teaching effectively and 
possibilities of improving the efficiency of teaching. Learners in 
spite of their age are individuals who have these or those abilities 
which can be taken into consideration during the teaching process. 
While learning a second language one must be motivated to learn 
the language for one of two reasons. They are instrumental or 
integrative purposes.
Instrumental purpose means to get a job or to meet a school 
graduation requirement. And integrative purpose is to understand 
better how native speakers of the language think and behave. So, 
motivation is important component in FLT. 
Thus, knowing the learners’ reasons and goals for FLT enables 
teachers to find out more effective ways and methods of teaching 
and also to plan an appropriate curriculum. 

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At the lesson a teacher should encourage students to 
concentrate on the theme (language and speech material) and to take 
an active part in the discussion. For this a teacher needs to be 
creative and innovative. 
Awareness of the teacher with the integrative purposes of the 
learners will help him to use in teaching the methods which 
correspond to the learners’ integrative purposes. The innovative 
teacher can extract information from tests, audio and visual sources 
of information for teaching purposes. 
Innovative 
ways 
of 
teaching are usually based on motivation, on the ability of a teac her 
how he is able to create favorable atmosphere for learning. Here a 
teacher’s ability to generate interest among the learners is of great 
value. It is obvious that interest is a sense of curiosity about 
something. Every learner wants to learn something which associates 
with what he likes. If a teacher is aware of his students’ interests, 
characters and abilities then we can say that the power of 
stimulating of learners is in the hands of the teacher.
The experienced teachers know that many students are afraid of 
communicating in English because of fear of being laughed at by 
their group-mates.
A FL taught for using it in communication. Thus awareness of 
teachers with the multiple intelligences will help them to find out 
the more effective methods of overcoming such psychological 
hindrances as the fear of making mistakes and the fear of being 
laughed at by others. When students feel even a little success in 
using the language in communication they are inspired, encouraged 
for further learning a foreign language. For this a teacher’s 
creativity, learners’ understanding and encouragement are needed.
There are many factors around us to motivate learners. And the 
teacher should be able to use them for keeping the learners active at 
the lesson. One of the questions that the FL teachers face is how to 
challenge the learners to speak in a target language and practice it 
and how to motivate the learners who are not able to understand the 
importance of practicing a target language in order to develop 
language subskills and skills. Some learners don’t see the need to 
master the language. That’s why one shouldn’t forget that the given 
opportunity, time and support are main factors of forming creativity. 

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And it should also be stressed that both learners and teachers have 
creative potential. The question here is how to explore and use their 
creative skills in learning a foreign language and in the process of 
communication. 
Creative and imaginative activities help to make the learning 
process easy for the learners.