Research On The Correlation Between Field-independence/dependence Cognitive Style And EFL Language Proficiency

Since 1970s in language teaching and learning, scholars have shifted their attention more and more to researches of the learner-centered type, with efforts made to investigate the influences of language learners' individual differences towards their language proficiency. Research on the influences of Field-independence and Field-dependence towards language learning is one of the hot issues. This dissertation attempts to investigate the correlation between Field-independence/ dependence cognitive style, categorized within learners' individual differences, and college EFL language proficiency. Specifically, the following two purposes are to be achieved: (1) to conduct quantitative research to test the extent of the correlation in listening proficiency, grammar proficiency, reading proficiency, and writing proficiency; (2) to draw some pedagogical implications concerning the application of the research findings in EFL teaching and learning.In its nature, the research in this dissertation is one of the confirmatory types. Thus confirmatory research is adopted in this research. Besides, to confirm the already-existing arguments and conclusions, research data are to be recorded and analyzed. The original data are collected with the application of Embedded Figures Test and term examination, and then analyzed with statistical software SPSS 10.0. To summarize, this research follows the rationale and way of confirmatory research, with factual data analyzed, thus to some extent following quantitative research. Embedded Figures Test and term examination are used to measure the subjects' field-independence and field-dependence, and language proficiency. Then the software SPSS 10.0 is used to do descriptive and correlation analyses with the data obtained.The 60 subjects chosen in this research are from the Department of Chinese Language and Department of Computer Network and Science of Chuzhou University, 30 from each department. The subjects are in their second year in college, and the male subjects and female subjects are 32 and 28 respectively.To achieve the research purposes, five research questions are put forward follow: To what extent are the subjects' FD/FI correlated with their language proficiency in general? To what extent are the subjects' FD/FI correlated with their listening proficiency? To what extent are the subjects' FD/FI correlated with their grammar proficiency? To what extent are the subjects' FD/FI correlated with their reading proficiency? To what extent are the subjects' FD/FI correlated with their writing proficiency?The major research findings, or conclusions, are to be summarized as follows in five points, and they are correspondent with the correlation of FI/FD cognitive style with language proficiency in general, listening proficiency, grammar proficiency, reading proficiency, and writing proficiency respectively.First, language learners with FI cognitive style tend to have a higher level of EFL language proficiency, and the correlation between FD cognitive style and language proficiency is not so eminent compared with that of FI.Second, both FI and FD cognitive style correlate negatively with EFL listening proficiency, and field-dependent learners may behave better in listening.Third, field-independent language learners tend to have a higher level of EFL grammar proficiency compared with field-dependent language learners.Fourth, field-independent language learners tend to have a higher level of EFL reading proficiency and the correlation is most significantly eminent in all the proficiencies covered.Fifth, both FI and FD cognitive style correlate negatively with EFL writing proficiency, and field-independent learners may behave better in writing.Then with the understanding of the five concluded points, some pedagogical implications and insights are drawn concerning the practice of college English teaching and learning in China.