Reading Comprehension And Learning Attitudes Among Field-independent And Field-dependent Learners

The significance of reading is well recognized in second language learning.Reading is a main channel for learners to obtain information, and it also helps learnerslay a foundation of their language learning. Therefore, pedagogies in reading playinfluential roles in college English teaching. Researchers hope to improve learners’reading abilities through effective classroom reading instructions. What has beenheatedly discussed in this area involves traditional instruction and interactive instruction.However, the influence of learners’ cognitive styles, such as field independent (FI) andfield dependent (FD) under different instructions has not been thoroughly investigatedso far.FI and FD cognitive styles indicate learners’two possible approaches to processinginformation. With the purpose to explore whether FI and FD cognitive styles exertinfluences on learners’ learning attitudes and their reading comprehension underdifferent reading instructions, this study attempts to answer the following questions:(1) Do FI and FD learners differ in their reading comprehension under interactivereading instruction; do FI and FD learners differ in their reading comprehension undertraditional reading instruction?(2) For FI learners, is there any difference in their reading comprehension underinteractive and traditional reading instructions; for FD learners, is there any differencein their reading comprehension under interactive and traditional reading instructions?(3) Do FI and FD learners bear different learning attitudes towards interactive andtraditional reading instructions? And is there any correlation between their learningattitudes and reading comprehension?The present study employs both quantitative and qualitative methods to answer theabove questions.78non-English major subjects were selected from five parallel classes.They were divided into two classes, an interactive class and a traditional class. The two classes were given different reading instructions with respective reading tasks. And thenthey went through a reading comprehension test and attitudes questionnaires. Finally, aface-to-face interview was conducted among four subjects from each of the two classes.Through the data we collected and analyzed, we found that:(1) FI learners had relatively strong abilities of self-study and could arrangelearning plans according to their own learning needs. Thus, these learners performedbetter under traditional reading instruction.(2) FD learners were inclined to take an active part in classroom activities andwere willing to cooperate with others. Thus, these learners had a better performanceunder interactive reading instruction.(3) There was a positive correlation between learners’ learning attitudes andreading comprehension. FI learners held a positive learning attitude towards traditionalreading instruction. Consequently, compared with the performance in interactive class,they performed better in traditional class. FD learners possessed a positive learningattitude towards interactive reading instruction. Therefore, their performance ininteractive class was better than that in traditional class.The findings of this study remind us that no matter under which kind of readinginstruction, learners’ cognitive styles should be taken into account, and reading classesshould be designed according to their characteristics.