Cognitive Styles And Learning Styles In Second Language Acquisition A Study Of The Relationship Between The Two Styles And Learners' Second Language Performance

There are a number of studies on English learning as a foreign or second language over the past few years. Researchers abroad have made great efforts to explain the relationships between learning styles and L2 achievement in recent years. For example, Solmecke and Boosch (1977: 122), in the study of German university students of English, report a positive correlation between extroversion and oral communicative ability in English. Hyland (1993) observes that, although there is increasing interest in learning styles, little is known about the learning styles of specific cultural groups.In recent years, researchers in China have made great efforts to apply cognitive psychology theory to English learning research in order to explore how learners acquire, store, retrieve, and use information to facilitate their English learning. The research of second language acquisition starts from the 1970s in China. Some researchers study learning strategies and methods used by the college and graduate learners (Jiang Zukang, 1994; Wu Yian, 1993; Wen Qiufang, 1995; Qin Xiaoqing, 1998). Others investigate the factors affecting English achievement and learning strategies (Wen Qiufang, 1996, 2001; Hou Songshan, 1998; Ma Guanghui, 1997; Hao Mei, 2001). Few researches are found by the author concerning the relationship between learning styles and English learning achievement although there are a number of studies on the correlation between learning styles and science subject achievements (Liang Ningjian, 1998).The research on language learning styles/cognitive styles in the second language acquisition and application has reaped a good harvest. However, there still exist a lot of arguments on the definition, classification and instruction of them. In this sense, it is necessary to investigate how the Chinese learners acquire English. Comparatively speaking, Chinese English learners have input-poor environments and different educational and family backgrounds from each other. Most English instructions in China are given by Chinese instructors. Learners lack exposure to the target language. Mainly based on the studies previously done in second language setting, the present study focuses on university students'learning English as a foreign language, attempting to investigate the types of learning styles and cognitive styles that the learners tend to use and to explore the relationship between the two and the learners'English language performance.The subjects involved are 183 students in the University of Electronic Science and Technology of China (UESTC) in Chengdu. Three questionnaires involved are: Reid's Perceptual Learning Style Preference Survey (PLSPS) (modified); Christopher's Second Language Tolerance of Ambiguity Scale (SLTAS) and the Cognitive Style Survey. The statistical analyses employed are descriptive statistics, Pearson correlation analysis, One-way ANOVA, Independent T-test and multiple regressions.This thesis consists of the following seven chapters:Chapter one is an introduction, in which the background of the present study and the purpose are introduced.Chapter two is the literature review. The definition, classification of cognitive styles and learning styles will be introduced. Some relative theories on the two styles and that of second language acquisition will be discussed as well.Chapter three explores the process of the study, and elaborates the research design as well as the process of data collection and analysis.Chapter four lists the results of the study and the discussion of the results.Chapter five summarizes the conclusions of the present study, attempts to provide the suggestions and implications and describe the limitations and recommendations.