Cognitive FI/FD And L2 Acquisition

Cognitive style is a term used to refer to the manner in which people perceive, conceptualize, organize and recall information. In the past two or three decades, some psychologists, educationalists and applied linguists had extensive research to the relationship between Field-independence/Field-dependence (FI/FD) and the second language acquisition, but with different results.This essay will put emphasis on the research of the impact which the cognitive FI/FD style can cast to the Chinese teachers' methodology and students' learning methods in the English class environment in China.Generally speaking, as a cognitive style, FI/FD refers to whether people tend to rely on internal or external referents as they perceive and process information and as they interact with their environment. FI style is the ability to disembbed or restructure visual stimuli, termed "cognitive restructuring"; in contract, FD style is associated with skill in interpersonal relations and the ability to embed parts into the whole field.As early as 1950s. American psychologist Witkin divided FI and FD styles. His earliest research method to divide FI and FD style is to test the learners perception in tilted rooms. Later, he chose another easier method of Group Embedded Figure Test, that is to say, showing a simple figure to the learner, then another more complicated figure. The learner is asked to identify the simple figure shown to him. When confronted with items such as the sample drawing. FD individuals have difficulty seeing a simple figure in an item embedded in a complex pattern. In contrast, FI individuals are able to overcome the influence of the embedded design to locate the simple figure.In L2 language, there are not any evidence to illustrate that FI is superior to FD, or reverse till now.FI learners are excel at doing the analytical language training, such as tocomprehend and use the correct sentence drills; to understand the vocabulary on the basis of semantics; to practise pronunciation, etc. Moreover, like reading the abstract, emotionless language materials; like the factual, analytical, valueable, thoughtful staff; like highlighted, systematic, ordinal, gradually accumulated learning methods; like deigning their own learning target so as to direct their learning; their left-brain hemisphere is superior to the right-brain hemispheres(Roger Speery, 1960s).FD learners are good at practicing direct sense language training, such as expression; the rich meaning of words; dialogue, rhythm, intonation , etc. Moreover, liking personal and social contents, individual , illusionary and humor materials; like music, art and the learning methods with all kinds of learning features. Their learning methods are practical, requiring the meaningful learning environment; lacking of independent guidance to their own learning; like the authority teachers to guide them so as to make up their disability in organization; their right-brain hemisphere is superior to the left-brain hemisphere(Roger Sperry, 1960s).FI/FD is also relevant with learners' age, sex and culture. According to the survey of sex, the FI of male is a bit higher than that of female. During the beginning of L2 acquisition, the female learners with strong FI learn better than those with weak FI; to all the learners, FI cannot predict the result of L2 acquisition. To female learners, the stronger their FI is, the better their standared English examination result; while the FI of male is not closely related with their language level; but on the aspect of resconstructure ability, the FI of male is better than that of female.According to the characteristics and division of FI/FD , teachers can adapt different kinds of methodologies orientating students' different learning styles and design multiple test styles; in the meanwhile, under the guidance of their teachers, students can understand their own learning styles and choose suitable learning methods.