A Study On The Relationship Among FI\FD Cognitive Style Of High School Students And The Reading Strategy And Reading Comprehension

Reading is not only a cognitive process,but also a complicate process of information processing.The students' cognitive styles will influence their reading thinking mode and their selection on reading strategies.While different reading comprehension questions are the reflection of different reading thinking mode.Although there are many research about cognitive styles or reading strategies,rarely scholars combine these three variables to do research.Therefore,the author divided reading strategies into cognitive strategies,meta-cognitive strategies and social-affective strategies in accordance with the classification of O'Malley&Chamot,and divided the reading comprehension questions into four types to analyze the relationship between field cognitive styles of high school students and the reading strategy and comprehending in English reading.To be more specific,this paper aims to investigate following questions:(1)What are field cognitive styles and employment of reading strategies of senior high school students in grade two?(2)Are there any differences between FD students and FI students on application of reading strategies?(3)Are there any correlations between students' field cognitive styles and their performance on different reading comprehension questions?(4)Does it can predict students reading comprehension performance by field cognitive styles?The author took 116 senior high school students in grade two from Wuhan 16th high school of Steel city in Hubei province as research subjects.And two questionnaires and a reading comprehension test were employed to collect quantitative data.And then,the data were put into computer system and analyzed by software SPSS 13.0.Meanwhile,the author adopt an interview to collect qualitative data.The descriptive statistics analysis was adopted to find the students' cognitive styles and application of reading strategies.while the independent sample t-test was employed to explore if it exists any differences between the FD cognitive style and FI cognitive style on application of reading strategies.And then,correlation analysis was applied to find if there are any correlations between field cognitive styles and different reading comprehension questions.At last,the author take multiple regression analysis to discuss the predicative power of field cognitive styles to the reading comprehension grades.In addition,in order to complement and verify the results of the quantitative research,an interview among 6 students of the 3 classes involved in the questionnaire survey was carried out.The research results suggested:First,FI students occupied a great share among the research subjects,only a few students belong to FD students.Meanwhile,the senior students most frequently employed strategy is cognitive strategy,next is meta-cognitive strategy.And they rarely use social-affective strategy.Second,there is a significant difference between FD students and FI students on application of reading strategies.FI students employ cognitive strategies and meta-cognitive strategies much more.While FD students use social-affective strategies more frequently.Third,there is no significant relationship between students' field cognitive styles and their performance on different reading comprehension questions.Fourth,teacher cannot predicate students' grades of reading comprehension according to students' field cognitive styles.In a summary,there are some implications for English teaching.First,the teacher should have a better understanding about students' field cognitive styles and teach them in accordance with their aptitude.Second,students should choose reading strategies according to their field cognitive style to improve their reading performance.