Correlational Research On Cognitive Styles Of Field Independence/dependence And Reading Comprehension In Cet-4

Cognitive style, as one factor of individual learner differences, has been used to label a variety of phenomena of interest to different researchers, but many L2 researches using the concept have been based on the styles of field independence (FI) and field dependence (FD). Field independence individuals are those who adept at distinguishing figure from ground on visual tasks, while field dependence individuals are those who are likely to perceive in a more holistic fashion.This study was conducted in Shijiazhuang Information Engineering Vocational College, which is a vocational school that has synthesized subjects. There are altogether 152 business English major students taking part in the GEFT test. But the number of valid answers is 132. The subjects are in their second year of college. They all participated in CET-4 in June 2009.This research focuses on FI/FD and reading comprehension in CET-4. In this study, the Group Embedded Figures Test (GEFT) is adopted to measure the subjects' cognitive style. And the scores for reading comprehension in CET-4 are used to assess their reading proficiency. Besides, an interview is also used as a supplement to the GEFT. The study intends to answer the following four research questions:(1) What are the cognitive styles of business English learners in a technological university?(2) What is the relationship between FI/FD and reading comprehension proficiency in CET-4?(3) Are there any differences between FI and FD learners in English reading comprehension proficiency of CET-4?(4) Are there any differences between learners'FI/FD and gender in their English reading comprehension proficiency of CET-4?Through both quantitative analysis and qualitative analysis, the major findings are as follows:1) Field independent learners occupy a larger proportion than field dependent learners.2) There is a significant positive relationship between FI and scores of reading comprehension in CET-4.3) There are significant differences between field independent learners and field dependent learners in terms of English reading comprehension in CET-4.4) There are no significant differences between students'cognitive styles and gender in scores of reading comprehension in CET-4 The findings of the present study have theoretical and pedagogical implications as follows:first, students are expected to know their cognitive styles, and their awareness of FI/FD differences should be aroused; second, the teachers can employ some methods to overcome the deficits of FD learners; third, teachers are advised to let the FD learners do some self-monitoring work such as asking themselves about whether they have really understood each part in the whole text. Last, but not least, teachers are expected to help the students to improve their reading comprehension proficiency by taking advantage of FI/FD cognitive styles.