Study Of The Difference In Using Classroom Teaching Strategy Between Different Cognitive Style TCSL Teachers

This study focused on the TCSL teachers as the subjects,used quantitative and qualitative method to investigate the cognitive style of the TCSL teachers,and research on the difference in using ClassroomTeaching Strategy between different TCSL teachers and the reseaons why they choose the strategy as well.In the first,this study investigated the cognitive style of74TCSL teachers by using EFT(Embedded Figures Test),and received62tests in valid.The results are27field-dependent TCSL teachers,35field-independent TCSL teachers.Then we conducted a survey on the Use of classroomTeaching Strategies among these62teachers,and divided the findings into to two groups of statistics as field-dependent and field-independent through software SPSS17.0.Based on the data statistics,we made a comparative analysis on the use of classroomteaching strategies between field-dependent and field-independent TCSL teachers.The survey foud that there is a big difference in the frequency of using a classroomstrategy between field-dependent and field-independent TCSL teachers,and the findings are as follows:During the teaching process,the frequency of field-independent TCSL teachers using error-correcting strategy is higher than the field-dependent TCSL teachers;In the classroomactivities,field-independent TCSL teachers use more competitive and less cooperative stratigies than field-dependent TCLS teachers;In the Q&A session,field-independent TCSL teachers give less feedbacks to the students than field-denpendent TCSL teachers;field-dependent TCSL teachers change the teaching plan more frequently than the field-independent TCSL teachers;Meanwhile,we also foud that the use of some teaching strategies is not consistent with the teachers’cognitive style,such as,the frequency of field-dependent TSCL teachers using abstact symbols and grammatical terms is higher than the field-independent teachers;field-depndent teachers requires more rigorous classroomroom-discipline than field-independent teachers;the frequency of field-independent teachers using disscussion strategy is higher than the field-dependent teachers. Secondly,according to the comparative analysis based on statistics,we observed four TCSL teachers’ classroom teaching who have the typical field-dependent and field-independent cognitive styles(each two),in order to supplement and explain the comparative results from the statistics and analyze the characteristics of different cognitive style TCSL teachers when they use the classroomteaching strategies.Finally,with the results form statistics and the findings form classroomobservations,we interviewed10TCSL teachers who have typical field-dependent and field-independent cognitive style,so as to analyze the causes and reasons why and how to choose a classroomteaching strategy between TCSL teachers who have different cognitive styles.Through the interview we foud that,TCSL teachers prefer to use some stategies and there are difference in using classroomteaching strategy,such as,field-dependent TCSL teachers prefer and usually use the cooperative activities to bring up students’ sense of cooperation and self-confidence,they prefer to give students optimistic feedbacks; field-independent TCSL teachers prefer to use error-correcting strategy to improve students’ study and language accuracy,and they prefer to use competitive activities.These uses of the teaching strategy demonstrate the consistence with their cognitive styles.Nonetheless,we also foud some inconsisence between teachers’ cognitive styles and teaching strategy using.Because when choose to use a teaching strategy,various factors needs to be considered by TCSL teachers,except the influence of cognitive style,there are also other factors which influence the teachers to use a classroomteaching strategy,such as students’ requirements,course type,teaching practice and teaching theories.In general,there is a big difference in using teaching strategy between field-dependent and field-independent TCSL teachers,which is mainly reflected in the frequency of using a teaching strategy.The reasons of the difference are the influences of the cognitive style and other teaching factors during the teaching process.