The Correlation Research Of FD/FI Learners' Strategy Use In New Era Interactive English System

This dissertation is written in an attempt to investigate what learning strategies are used by FI (Field-independence) and FD (Field-dependence) learners in New Era Interactive English system. The present study tries to reveal the relationship between strategy use and FI/FD cognitive style, and the difference in the use of strategies between FI learners and FD learners. A quantitative study is conducted on a sample of 152 students from Chongqing University. With the instrument of language strategy questionnaires modified from Oxford's Strategy Inventory and EFT (Embedded Figures Test), the data were input through Statistical Package, and then undergone descriptive statistics, t-test, and correlation analyses.The statistical results of the study reveal that there is no correlation between the overall strategies use and FI/FD learners in New Era Interactive English system. However, there are specific five categories strategies which have the correlation with FI/FD cognitive style. What's more, FI learners are more frequent to use cognitive strategies and metacognitive strategies than FD learners, while FD learners are more frequent to use the memory strategies, affective strategies and social strategies than FD learners.The difference of evaluation by FI/FD learners for New Era Interactive English system is investigated through t-test. There are significant differences in FI/FD learners'evaluation for NEIE system, and FD learners are inclined to give the better evaluation than FI learners.Further analyses are carried out to display the relationship between the gender and strategy use in NEIE system. Female learners are more frequent to employ memory strategies, compensation strategies, affective strategies and social strategies. Conversely, Male learners are more frequent to employ cognitive strategies and metacognitive strategies. Next the relationship between the gender and cognitive styles is revealed. The learning style of female learners is more likely to be FD; while the learning style of male learners is more likely to be FI.The findings of the present study have both theoretical and pedagogical implications. First, the findings have confirmed the influence of cognitive style on the language strategy use in NEIE system, which shows that individual difference in cognitive style has certain effects on the language learning strategy use, so language teaching needs to give different strategy training for different cognitive style learners to make up their disadvantages on the learning strategy use, and the strategy training will work better if it is combined regular classroom teaching with the autonomous learning. New strategies are taught to make sure that FI and FD learners are aware of using learning strategies and emphasize the appropriate use of strategies. On the other hand, English learning autonomous system should do some adjustments on its content and process design to meet the requirements of different learning style learners.