The Impacts Of Word Hints And Text Signals On English Reading Of High School Students Of FDI

English has been one compulsory subject in the 21st century, and reading is the major means of learning it. From the viewpoint of the modern cognitive psychology, the cognitive factors (cognitive structure and cognitive process) are the direct determinants of the learning efficiency and consequence. The learning process is one during which students'cognitive structure is formed. Therefore, the improvement of the learning efficiency is premised on the knowledge of students'characteristics of cognition and learning, especially for students in the senior middle school. In this article, the Group Embedded Figures Test(GEFT)is used to differentiate students'field cognitive styles, field dependent or field independent (FDI). So, participants are divided into two groups: one is field dependent (FD) and the other is field independent (FI) . And the reading material is embedded in the program of e-prime bate4. Either the participants are treated with different word hints or the reading materials are added with some text signals. The accuracy and reaction time are recorded precisely and ecologically. As a result immediate measurement is realized with high external validity. In the conclusion, their reading results and characteristics are summarized , and accordingly some proposals and suggestions are given.This article consists of two experiments and some private interviews, and the participants are all in Grade-2 of a senior middle school. In the first experiment, it is explored how the word hints influence the emotion and reading results of the participants. In the second experiment, the impacts of text-signals on the reading results are discussed based on the question categories and the forms of literature. Some private interviews follow the experiments, to get some information about their reaction during the experiments, such as their emotional experience and reading strategies.The results are as follows:1. Word hints have significant influence on participants'emotion. Positive hinting leads to positive emotion, while negative hinting causes negative emotion. Participants of FD are more likely to be hinted, so they are more easily influenced by the word hints...