场独立/依存型认知风格对外语学习影响的实证性研究

An Empirical Study on the Influence of Field-Independence/Dependence of Cognitive Styles on Foreign Language Acquisition

近年来语言学家对认知风格与外语学习的相关研究取得了一定的成果,但是实证性研究偏少且结论并未达成一致。本研究采用定量与定性分析结合的方法,分析文/理科大学生(场独立/混合/依存型)认知风格与外语成绩间的相关性及差异性所在。研究发现场独立/混合型认知风格与外语成绩存在相关性,且理科生比文科生的相关性更加显著。外语教学应关注学生认知风格的差异,帮助学习者发挥认知风格的优势从而提高外语学习的能力。

In recent years, linguists have made some achievements in the study on the relationship between cognitive style and foreign language learning, but relatively few empirical studies have been con-ducted and have produced inconsistent results. Based on the analysis of the quantitative and qua-litative data, the present study investigates college students’ preference for field independence/ blend/dependence cognitive style, explores the correlation between cognitive style and foreign language achievement, and examines the differences among students of different majors. The result shows that correlation exists between field independence/blend cognitive style and foreign language achievement, the correlation is more obvious in students majoring in science than those majoring in humanities. Teachers are supposed to focus on students’ different cognitive styles, make teaching plans according to students’ own features, train and help students to exploit their own advantages in cognitive style to the full so as to enhance their abilities in foreign language learning.