The Effects Of Cognitive Style On Non-English Majors' Language Learning Strategy Use And English Achievement

Foreign language learning is a very complex activity which is influenced by many internal and external factors. It has been found that learners still differ greatly in learning achievements though under similar external conditions such as social and teaching environment. This has made researchers begin to realize that the success of foreign language learning is not only related to language teaching, but more importantly is concerned with the learner factors. Among them, FID cognitive style and language learning strategies are two important individual variables. Previous research results show that FID cognitive style has an important impact on language learning strategy use and foreign language learning achievement. However, relevant empirical studies are limited in number and existing research results are mixing. Therefore, the present research, based on previous theoretical and empirical studies, is aimed to further explore this issue.Nowadays in China, non-English majors constitute the main body of EFL learners. Thus, for this research the author has chosen 376 Chinese non-English majored sophomores and juniors as the subjects, who come from two different universities at distinct levels in varied departments. This research combines quantitative and qualitative research methods with the questionnaire and interview as the investigation means to conduct surveys on FID cognitive style and language learning strategy and to make relevant interview. Data are collected and processed through descriptive analysis, correlation analysis, T-test and ANOVA so as to explore the situation of subjects'FID cognitive style and language learning strategy use as well as the effect of FID cognitive style on language learning strategy use and EFL learning achievement. Considering the difference in subjects'English proficiency level and its corresponding potential impact, this factor has been added into the above relevant analyses.The major findings of present research are as follows: 1) Learners of FI cognitive style are in the relative majority and subjects from different universities do not markedly differ in the distribution of FI or FD cognitive style; 2) The overall LLS use for all subjects just reaches the medium application frequency level. Neither is there any use of six subcategories of strategies reaching the high level; all remain at the medium level with social strategies even at the low level. Subjects from two separate groups are very close in the situation of LLS use. Both groups use direct strategies more frequently than that of indirect ones. To be more specific, they use compensatory strategies the most frequently and social strategies the least frequently; 3) FID cognitive style is not significantly correlated to LLS use and learners of either FI or FD style do not display notable difference between each other in the use of overall LLS as well as six subcategories of language learning strategies. English proficiency levels do not produce marked main effect on LLS use. Also no interactive effect is found between style factor and English proficiency factor on strategy use. 4) The difference in FID cognitive style does not significantly influence the English achievement, while learners'existing English proficiency levels affect their English achievement in a notable manner. Also no interactive effect is found between style factor and English proficiency factor on English achievement. 5) The unclear role of FID cognitive style in the study leads to the further exploration of the part of the three learner factors, i.e. FID, LLS use and learners'English proficiency level, playing in affecting English achievement. The correlation analysis shows that both LLS use and learners'English proficiency level are significantly correlated with English achievement in a positive way. Moreover, learners'existing English proficiency level plays a greater role than that of LLS use. Thus it can be deduced that the effect of FID cognitive style might have been overwhelmed by other factors including learners'English proficiency level and LLS use, so its role in this study can hardly be revealed.Tentative discussion is made about the major findings of the present research. In addition, pedagogical implications are provided in the hope of helping facilitating college English learning and teaching practice.