A Study On The Correlation Between Field Cognitive Style And Primary School Students' English Performanc

With the development of psychology,psycholinguistics and other fields,more and more linguists and scholars begin to pay attention to the individual factors in second language acquisition.It is found that the difference of cognitive style is the main reason affecting the level of second language acquisition.Based on the concepts of "cognitive mode" and "psychological differentiation theory",this paper discusses the relationship between two different cognitive modes of " Field independence" and "Field dependence" and the pupils’ English learning achievement,and mainly interpret and demonstrate from two issues:(1)Is there a significant relationship between independent/dependent cognitive style and pupils’ English learning achievement?How is the interdependency?(2)Is there a significant relationship between independent /dependent cognitive style and the pupils’ English learning achievement in listening,reading and writing? How is the interdependency?338(104 from Grade3,117 from Grade4,117 from Grade5)students from three grades of a rural primary school in Ningyang Tai’an city were selected as the research objects.First of all,we tested their cognitive style by Embedded Figure Test.Then,collected the total scores and each question scores of the final English test of the first semester in the 2022-2023 academic year.Finally,SPSS statistical analysis software was used to analyze the relationship between the cognitive style and pupils’ English learning achievement.The results of this study show that:(1)There is a certain positive correlation between cognitive style and English achievement.But to a certain extent,it has not reached a very high level.The total score of field-independent students is slightly higher than that of field-dependent students.(2)In correlation study between cognitive style and listening performance,there is no significant differences between the two cognitive styles,both can get a great result.In cognitive style and reading performance,there is a moderate positive correlation between students’ cognitive style and their English reading performance,moreover,the English reading performance of field-independent students is significantly better than that of field-dependent students.In cognitive style and writing performance,there is a slightly weak positive correlation between students’ cognitive style and their English writing performance,and moreover,field-independent students perform better in English composition than field-dependent students.From the results of this experiment,we can see that,field cognition style has a significant impact on English learning achievements during the primary school English learning,and both of field-dependent students and field-independent students have their own advantages.The author believes that this paper will provide some enlightenments on English teaching in primary schools.It is hoped that teachers can teach students with different cognitive styles according to their aptitude and respect their cognitive differences,carry forward their strengths and bolster weak spots,to help them to find suitable learning methods and strategies,so as to realize the mutual benefit of teaching and learning,finally,improve the quality of teaching and learning.