Individual learners possess distinctive cognitive styles which have a great effect on foreign language learning. The present paper intends to study the relationship between foreign language learning proficiency and co...Individual learners possess distinctive cognitive styles which have a great effect on foreign language learning. The present paper intends to study the relationship between foreign language learning proficiency and cognitive styles from the perspectives of psychology, psycholinguistics, and second language acquisition. Through the analysis, the author has arrived at a conclusion that learners with different cognitive styles adopt quite different strategies in learning a foreign language. The best-matched methods fitting for different cognitive styles may help learners improve their learning proficiency. Therefore, in order to improve teaching proficiency, foreign language teachers should keep a match between learners＇ cognitive styles and teaching methodologies.展开更多
Field dependence/independence in Language Acquisition are discussed by many language learners.In this article,we will mainly focus on talking about the cognitive style,including the concept of Field-dependence/indepen...Field dependence/independence in Language Acquisition are discussed by many language learners.In this article,we will mainly focus on talking about the cognitive style,including the concept of Field-dependence/independence,their character istics and differences and functions in language acquisition.展开更多
This paper presents the results of a research study carried out with students of China University of Geosciences to analyze the influence of readers' cognitive styles (field dependent/field neutral/field independe...This paper presents the results of a research study carried out with students of China University of Geosciences to analyze the influence of readers' cognitive styles (field dependent/field neutral/field independent) and reading strategies on their reading performance, including the total reading score, global inference questions, factual and detail questions, main idea questions, lexical inference questions. Results show the correlations between cognitive style and most of the reading questions are not statistically significant, except for the total reading scores and performance of global inference question. One-way ANOVA shows that there is significant difference between the FN and FD group in total reading score and global inference question. However, when the reading strategies have been partialled out of the correlations between cognitive style and reading scores, the remaining correlation with the total reading score and global inference and lexical inference reaches significance. This indicates the different information processing of FD/FI learners and the important role of direct reading strategies for all learners. Teachers can help their students become more effective readers by encouraging them to apply direct reading strategies, and apply different indirect reading strategies based on their different cognitive styles.展开更多
文摘Individual learners possess distinctive cognitive styles which have a great effect on foreign language learning. The present paper intends to study the relationship between foreign language learning proficiency and cognitive styles from the perspectives of psychology, psycholinguistics, and second language acquisition. Through the analysis, the author has arrived at a conclusion that learners with different cognitive styles adopt quite different strategies in learning a foreign language. The best-matched methods fitting for different cognitive styles may help learners improve their learning proficiency. Therefore, in order to improve teaching proficiency, foreign language teachers should keep a match between learners＇ cognitive styles and teaching methodologies.
文摘Field dependence/independence in Language Acquisition are discussed by many language learners.In this article,we will mainly focus on talking about the cognitive style,including the concept of Field-dependence/independence,their character istics and differences and functions in language acquisition.
文摘This paper presents the results of a research study carried out with students of China University of Geosciences to analyze the influence of readers' cognitive styles (field dependent/field neutral/field independent) and reading strategies on their reading performance, including the total reading score, global inference questions, factual and detail questions, main idea questions, lexical inference questions. Results show the correlations between cognitive style and most of the reading questions are not statistically significant, except for the total reading scores and performance of global inference question. One-way ANOVA shows that there is significant difference between the FN and FD group in total reading score and global inference question. However, when the reading strategies have been partialled out of the correlations between cognitive style and reading scores, the remaining correlation with the total reading score and global inference and lexical inference reaches significance. This indicates the different information processing of FD/FI learners and the important role of direct reading strategies for all learners. Teachers can help their students become more effective readers by encouraging them to apply direct reading strategies, and apply different indirect reading strategies based on their different cognitive styles.
