Cognitive Approach To Language Learning Style And Its Relationship With EFL Learners' Achievements

Since the concept of style was formally introduced by Allport in 1937 and the concept of learning style was first put forward by Herbert Thelen in 1954, extensive researches have been conducted, home and abroad, in this field from different perspectives, mainly on the definitions, classifications, correlations with language learning proficiency and their applications in ESL/ EFL classrooms. Of all the researches in learning style, researches from the cognitive perspective have become the most well-researched one. Since this paper tries to use cognitive approach to study learning style, here cognitive style refers to cognitive learning style. Cognitive style refers to the preferred way an individual processes information and describe characteristic approaches of individuals in acquiring and organizing information. Cognitive style researches mainly focus on the study of learner's cognitive restructuring abilities. Cognitive style can be mainly classified into two categories: information-gathering styles and information-organizing styles. Many theories in cognitive styles researches have been proposed, among which, the field dependence /independence (FI/FD) theory is most famous and well-researched. The main application of style to language learning has been through this concept.Despite the achievements made in the study of FI/FD, strong criticism by many researchers has never stopped. Skehan thought that Witkin's GEFT is simply a disguised ability measure but not from a style dimension. So he developed the information processing learning style from the perspective of psycholinguistic process in language learning (analysis-based or memory-based). This study will focus its attention on the discussion of cognitive style, mainly from the perspective of Skehan's two-dimensional information processing framework and Ely's tolerance of ambiguity theory and their relationship with college English achievement.The present study takes the non-English postgraduates' EFL cognitive learning style as a factor on their achievement or performance and tries to probe into the relationship between them. Adopting quantitative method with complementary with the qualitative one to investigate the relationship between learning style and language proficiency, this study which involves 365 newly enrolled graduate students of Grade 2005 in SWPU, tries to discover from a perspective of cognition the deep link between leaning style and language proficiency by answering the following questions:...