Correlations Between Field Cognitive Styles,Listening Strategies And Listening Achievements Of Senior High School Students

Students’ cognitive style is an important factor in foreign language classroom.Field theory,an influential theory for investigating cognitive styles in psychology,is widely adopted by scholars to study foreign language learning.This study,choosing 97 Grade two students from a senior high school in Fuzhou to take GEFT(Group Embedded Figures Test),listening strategy questionnaire and listening test,explores the correlation between field cognitive styles,listening strategies and listening achievements of senior high school students as well as the differences in using listening strategies and their listening achievements between field-dependent and field-independent students.The findings are as follows.Firstly,senior high school students exhibit two different types of field cognitive styles,i.e.,field-independent and field-dependent cognitive styles.Secondly,field cognitive styles are positively correlated with listening strategies and listening achievements of senior high school students.Cognitive strategies and metacognitive strategies have high correlation with field cognitive styles.Social/affective strategies are moderately correlated with field cognitive styles.In terms of the use of these three kinds of listening strategies,field-independent students use these strategies significantly more frequently than field-dependent students.However,these two kinds of students have no significant difference in the using of association strategy,a sub-strategy in cognitive strategies.Thirdly,there is a medium level of correlation between field cognitive styles and listening achievements of senior high school students.Field-independent students have significantly better listening achievements than field-dependent students.Fourthly,the use of listening strategies is positively correlated with listening achievements,among which the use of metacognitive strategies has the highest correlation.