| Since the 1970 s,with the further deepening of curriculum reform and the continuous expansion of research in the field of second language acquisition(SLA),remarkable achievements in language learning and teaching research have been made at home and abroad,the research has also developed from singularity to pluralism,and the research perspective has also begun to change from teachers’ "teaching" to students’ "learning",students as the main body of learning have become the main teaching and research objects.Research shows that each student’s cognitive style is different,and different cognitive styles can form different methods of information processing,which become more mature and stable with age.Individual differences affect students’ learning thinking,and naturally have an impact on students’ academic performance and level.Individual differences are becoming a factor that cannot be ignored in the learning process.Cognitive style is concerned as one of the individual differences.Therefore,it is helpful for the improvement of student learning methods and the implementation of teacher teaching activities to know about the differences in the current state of cognitive style in the learner’s language learning process at the present stage.Reading,as an important way to obtain information,runs through human development.In the process of reading learning,individual differences in readers affect their reading experience.Learners have formed their own mature cognitive styles with age.The differences of cognitive style affect reading thinking and reading efficiency,so learners with different cognitive styles will also show different characteristics in terms of reading level.As the most typical group of learners in the compulsory education stage,junior middle school students’ field cognitive style has become more mature,so it is necessary to start to study the relationship between field dependence/field independent cognitive style and reading level of junior high school students.This study selected 103 students who studied in the Class 5 and Class 7,Grade 8 ofChongqing City No.3 Middle School as the experimental subjects of the questionnaire test.Used the Witkin’s Embedded Figures Test(EFT)as a questionnaire tool to test the cognitive style of every student,and let the test paper as a test of the reading level of students.Data from questionnaires and English reading tests were studied through SPSS23 system,To help to make the descriptive analysis and Pearson relative analysis.The results showed that:(1)In junior middle school,the distribution of field cognitive style shows certain regularity,while male learners prefer field-independent cognitive style,while female learners prefer field-dependent cognitive style,and their different cognitive styles reflect different learning characteristics.(2)There is a certain correlation between field dependence / independent cognitive style and students’ reading achievement,and cognitive style differences affect students’ reading level.In result of English reading test,the performance of field independent learners better than field dependent learners.(3)Cognitive style also shows different characteristics in reading question type,Field-independent cognitive style learners have outstanding performance in cloze and fill in the main idea questions;Field-dependent cognitive style learners focus on other task-type problem types but have little effect.To sum up,this study provides guidance to students’ English reading learning and teacher teaching by exploring the impact of field cognitive style on English reading.Teachers can propose instructional designs that are more in line with the characteristics of students’ cognitive style and promote the stage of compulsory education,teachers can propose instructional designs that are more in line with the characteristics of students’ cognitive style,in order to promote the improvement of students’ learning efficiency at the stage of compulsory education,and lay a solid foundation for future classroom reading teaching. |
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