| Because of the transfer of language teaching center, educators, psychologists and linguists attach much importance to the relationship between individual differences and second language acquisition. As we all know, individual differences include cognitive styles'differences. In the cognitive styles, field independent/dependent cognitive styles have always been the research focus of scholars. Many scholars and experts have studied the relationship between field independent/dependent cognitive styles and vocabulary, listening, reading, speaking, and writing and so on. Cloze test aiming to test students' ability of vocabulary, grammar and other comprehensive language abilities has been adopting in entrance examination for senior high school and college. This thesis is based on field independent/dependent cognitive styles' theory and combined with related theories of cloze such as Gestalt psychology, the use of redundancy of information, the theory of pragmatic expectancy grammar and Schema theory. The thesis is designed to learn the correlation between field independent/dependent cognitive styles of junior high students and their cloze test scores, and aims to solve the following three questions:(1) Do junior high school students have different field cognitive styles?(2)Do field independent students or field dependent students have different performance in the three styles of cloze which includes narrative cloze, argument cloze and exposition cloze? Which kinds of field cognitive students will complete the task better?(3) Is there any correlation between the field independent and dependent cognitive styles and the three styles of cloze?In the thesis,106 Grade three students studying at Fu Zhou 29 junior high school will take GEFT test and cloze test. With the help of SPSS, the thesis will make a statistical analysis. Through analyzing data, these conclusions can be drawn:First, junior high school students have different cognitive styles, which can be divided into field independent type and field dependent type.Second, through the analysis of average scores, students with field independent cognitive styles can get higher scores in three styles of cloze than those with field dependent cognitive styles. However, by analyzing independent samples test, field independent and dependent students have obvious difference in three styles of cloze.Third, field independent/dependent cognitive styles have no remarkable correlation with three styles of cloze.The thesis has both theoretical significance to promote the development of cognitive style theories and the practical value to guide foreign language teaching and learning. It clearly makes many teachers know the fact that different students have different cognitive styles. Teachers should adopt different teaching methods to improve students' performance in cloze test. |
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