学龄前儿童第二语言学习中的认知风格研究

Study on Preschool Children's Cognitive Styles in Second Language Learning

认知风格作为一种认知方式,对语言学习有重要影响,包括学龄前儿童的二语学习。本文通过对23名学龄前儿童的观察和研究,试图以相关性分析和t检验的方式探讨认知风格与学龄前儿童的第二语言学习成绩和他们的课堂表现之间的相关性。研究结果表明,学龄前儿童的认知风格虽与第二语言测试成绩没有明显的直接关系,但却影响着学龄前儿童在第二语言课堂上的表现;在第二语言测试成绩上,场独立倾向的儿童有优于场依存倾向的儿童的趋势。本文还根据研究结果,对学龄前儿童的第二语言教学提出一些建议。

Cognitive styles influence second language learners＇ performance as well as results. This paper aims to find out their influence upon preschool children and reports some findings of an empirical study conducted in a kindergarten in which 23 children participated. In this study, Correlation Analysis and t Test were employed in an attempt to find out the subjects＇ cognitive styles in relation to their English learning performances and results. It is interesting to note after the analysis of all data collected that although there is no significant correlation between cognitive styles and preschool children＇ s second language test results, cognitive styles still influence preschool children＇s performances in second language classes; there might be a tendency that FI preschool children perform better than FD preschool children in SL tests. This paper concludes with some suggestions to preschool children＇ s second language teaching.