Study On Foreign Language Learning Strategies And Cognitive Styles Of Field-dependence And Field-independence

Making good use of learning strategies contributes to effective foreign language learning. However, individual differences are so common that they influence the application of learning strategies. Therefore, it seems necessary to help learners to apply appropriate learning strategies in accordance with their different cognitive style in learning activities. The dissertation explores the possibility to match learning strategies to cognitive style (i.e. field dependence/field independence). In other words, this research is to study the relationships between learning strategies used by foreign language learners and their cognitive styles and bring out suggestions which contribute to the foreign language learning.The dissertation starts from reviews of the literature including cognitive style, both field-dependence and field-independence and learning strategy, in which the advantages and disadvantages of FI/FD as well as the characteristics of learning strategy are mentioned. Based on the relevant review and research, the differences between field-dependent and field-independent learners are discussed and the ways of how to apply learning strategies to both field-dependent and field-independent learners are explored.The study of learner's strategies first began in the 1970s, and it was not until the 1980s that the combined research related to cognitive theory was come up. One of the theoretical bases of this research is from O'Malley & Chamot's (1990) learning strategy which consists of Metacognitive Strategies, Cognitive Strategies and Socioaffective Strategies. As to the "field" here mentioned, it basically refers to "surroundings" which always influences people's preferences. According to the acceptance of environmental influences, field dependence and field independence are classified as two opposite models which are known as cognitive styles. Field- independent style refers to the tendency that makes people be aware of the specific and relevant factors, and perceive the internal and external connections existed in a certain situation. Conversely, field dependence refers to the tendency to be "dependent" in the total field so that the parts which are embedded within the field are not easily perceived, which relates much to the stimulation from surroundings.Two research questions are explored as follows:1). How does field-independence or field-dependence affect the use of learning strategies? 2). How to apply the diverse learning strategies to the learners with different cognitive styles? Questionnaires, language tests and the Group Embedded Figures Test are adopted to collect the relevant data before the implement of strategy training. All the participants are divided into two groups (i.e. the group of field dependence and the group of field independence) according to their scores of cognitive style questionnaires. The test scores of the subjects who receive three months' strategy training are compared and analyzed by using SPSS 18.0. The results show that differences between FD and FI do exist and the cognitive styles of individuals do influence the application of various learning strategies. Most of the students tested have got higher scores than before. The implications are stated from the following four aspects:1) Differences between field dependence and field independence 2) Learning strategies are important 3) Both field-dependent and field-independent styles are required in language learning 4) Teacher's roles in the process of acquisition.This research puts emphasis on helping learners to get a clear understanding of their cognitive styles and put the essentials of strategies into practice by making self-recognition and self-regulation. Strengthening the ability to apply learning strategies is beneficial to the implement of learners'cognitive activities. It helps learners not only to ensure their subject status but also to improve the learning quality and efficiency in the process of learning.