A Study On The Correlation Between Senior High School Students’ Field Cognitive Styles,Reading Strategies And Reading Achievements

Students’ reading skills,being one of the four basic skills of language learning,are always attached much attention.Different students have different reading skills,which are caused by the individual differences.Cognitive style is a kind of individual difference.Among various cognitive styles,field-dependence and field-independence cognitive styles are the core of them.Therefore,based on cognitive style,the research studies the relationship between reading strategies and reading achievements,in order to find out the cognitive styles’ effects on reading.The object of this research is those middle school students,so the author chose 97 students from Class One,Grade Ten and Class Two,Grade Ten in Fuzhou Foreign Language School.At first,the research uses group embedded figures test,questionnaire,and reading test to study students’ cognitive styles,usage of reading strategies and reading achievements.And then,the study applies SPSS to analyze the relationship among these three.The result of the research shows that there is correlation among cognitive styles,reading strategies and reading achievements.There are differences in using reading strategies between those who have field-dependence cognitive styles and those who have field-independence ones.Students who have FI(field-independence)cognitive styles employ meta-cognitive and cognitive strategies frequently,but those who have FD(field-dependence)cognitive styles use more social-affective strategies.Students have different reading achievements,resulting from using different reading strategies.FI group is good at finding out the details of a passage,however,FD group does well in working out the general idea of texts.However,there are few differences between the reading achievements of these two groups,and the reason is that these two kinds of cognitive styles have their own advantages and disadvantages in completing reading tasks.The research provides practical and theoretical basis for the future research.Besides,the thesis helps students recognize their cognitive styles and their usage of reading strategies,so that they can adjust their reading methods and improve their reading abilities.At the same time,the thesis can also enhance teachers’ understanding about what students’ cognitive styles are and what reading strategies students are using.According to this,teachers are able to teach students more effectively,and improve their quality and efficiency of reading teaching more efficiently.