A Study Of Correlation Among Field Cognitive Style,Reading Strategy And Reading Achievement Of Vocational College Students

Among all the individual differences of learners,cognitive styles and learning strategies have always attracted the attention of researchers.Reading,as one of the four major skills in language learning,has long been the focus of English teaching and research.Reading is a complex cognitive and construction process,during which individual readers adopting different cognitive styles will produce various reading effects.Thus many researchers pay attention to cognitive styles and reading strategies.By discussing the correlation between them,researchers have found many significant discoveries in this field.However,the data from CNKI shows that a limited number of scholars took learners' reading achievement as a factor.Most of the subjects were undergraduates or senior high school students,few of whom were vocational students.At the same time,the results are not finalized on this topic.Therefore,the author tries to continue to explore this subject,and makes an empirical study on the correlation among English learners' cognitive styles,reading strategies and reading achievement.The main research questions are as follows:1)What is the correlation between FDI cognitive styles and vocational college students' reading achievement?2)What is the correlation between cognitive styles and vocational college students' reading strategy use?3)Do reading strategies used by vocational college students with different FDI cognitive styles have any influence on English reading achievement? If they do,how do they influence reading achievement?In this paper,the investigation was conducted on 161 non-English major students from Jiangsu Maritime Institute by using Cognitive Style Figures Test(CSFT).The instrument includes a reading comprehension test,questionnaire and interview as an auxiliary.After the data was collected,the research questions were answered with SPSS22.0 through the quantitative analysis of correlation analysis,T-test method and qualitative analysis with the interview.The conclusions of this study are shown as follows in correspondence with the research questions:(1)there is a significantly positive correlation between vocationallearners' cognitive styles and reading achievement;(2)though there is no significant correlation between cognitive styles and the overall use of reading strategies,the scores of CSFT and reading strategies have a significantly positive correlation in FI group;(3)the use of reading strategies of different cognitive styles has a significantly positive correlation with reading achievement.In specific,there is a significantly positive correlation with reading achievement for FD students.Based on this research,the author puts forward pedagogical implications on how to improve students' reading ability,and suggestions are offered for future researchers who are interested in this subject.