A Study On The Impact Of Cognitive Style On College Students' English Reading Strategies

One of the most important skills in the field of second language acquisition,English reading can effectively help learners to obtain the necessary information.When learners enhance their vocabulary they also can be familiar with the English language environment,improve the ability of English expression and expand the field of knowledge.Because of the particularity of their inherent learning abilities and the trainings they received,the students of science and engineering have the unique knowledge structure and need to meet the English reading needs in the field of professional knowledge.Compared with other types of students,their English learning habits and English reading Strategies are different.Therefore,it is necessary to explore the difference of the choice of English reading strategies for students of different cognitive styles according to the cognitive style of science and engineering students.In this study,the cognitive style is divided into the field independence and the field dependence.The Group Embedded Figure Test(GEFT)is used to measure the cognitive style.The English reading strategy is divided into metacognitive strategies,cognitive strategies and social emotional strategies.This paper used questionnaire survey to test 300 science and engineering students and used qualitative analysis and quantitative analysis to study the impact of cognitive style on college students' English reading strategies and to explore the differences that students with independent or field-dependent use strategies in the reading process.The results show that students with independent cognitive style are more adept at using cognitive strategies and metacognitive strategies and the use of metacognitive strategies is more remarkable.However,when students with independent and field-dependent cognitive style use social affective strategies,the difference is not obvious.