基于场独立、依存认知风格的高中生英语学习效应相关化研究

【摘要】 二十世纪七十年代以来，外语教学的中心从如何教向如何学转变。教育工作者们逐渐从研究教学方法向研究学习者的个性特点转变。认知风格是学习者个性差异的一个重要因素，场独立和场依存的认知风格尤其受到语言专家的关注。但大多研究对象是大学生，针对高中生的研究相对来说比较少。而高中阶段是学习生涯的重要转折点，高中阶段的英语学习也是至关重要的一个阶段，基于以上特点，本文把高中学生场独立，场依存的认知风格作为研究对象。本文试图研究场独立和场依存的认知风格和高中生学习效能之间的关系。本研究通过验证性研究方法，总结学习风格及认知风格的相关理论并选择性列举了国内外认知风格的研究成果；利用国内外广泛应用的研究工具--CSFT（CognitiveStyle Figure Test）认知风格图形测验，以及以Witkin提供的认知风格特征为基础设计的问卷调查确定参加测试者的认知风格。本文选取河北省衡水市第十三中学高三的3个班共238名同学作为被试对象.对其发放镶嵌图形测验以及问卷调查并把两者的结果综合起来来确定学习者的场独立场依存的认知风格.被测试者的英语成绩是通过2013高考全国卷1并以月考的形式的取得。本文作者对考试成绩对各题型（听力，单选，完型，阅读，改错，写作）以及总成绩分别记录，并利用数据分析软件SPSS13.0进行独立样本T检验。本文试图研究高中生场独立，场依存认知风格的分布以及场独立及场依存的认知风格与听力,单选，完型，阅读，改错，写作以及总成绩之间的相关性.另一方面试图根据研究结果提出对英语教学及学习的启示及思考.为了达到研究目的,本文列出了被试者场独立，场依存的分布?被试者场独立，场依存维度与听力的相关性如何？被试者场独立，场依存维度与单选的相关性如何?被试者场独立，场依存维度与完型的相关性如何？被试者场独立，场依存维度与阅读相关性如何？被试者场独立，场依存维度与改错的相关性如何？被试者场独立，场依存维度与写作的相关性如何？被试者场独立，场依存维度与总成绩的相关性如何？本研究结果可以归纳为：（1）在238个被测试者中，场独立者有61人，场依存134人，场居中者28人，15人的问卷因种种原因作废。场依存学习者明显多于场独立学习者，具有显著性差异。（2）在听力，改错，写作成绩方面，场依存者的高于场独立者，两者差异具有显著性；在单选，写作成绩场独立学习者有优势，但两者不存在显著性差异。在完型，阅读和总成绩方面，场独立学习者高于场依存者，两者之间的差异有显著性。最后，根据以上研究结果，提出了对当前教学及英语学习的启示，并提出了本研究的局限性，提供了今后研究的方向。
 
【关键词】 认知风格； 场独立； 场依存； 学习效能；

Chapter one Introduction

1.1 The Background of the Thesis
China has witnessed great changes in the development in economy, technologyand many other fields in social development. During the past decades, there are manyfactors such as the opening policy and reform that have contributed to the tremendouschanges. At the same time, Chinese people attach increasing importance to the veryuseful tool--English Language. It serves as a means of information getting intechnology and experience. Meanwhile, we can carry out various co-operations intechnology and economy with worldwide nations. So it is essential to popularizeEnglish further. Realizing this, Chinese people form the largest population to teachand learn English. So how to learn English successfully and efficiently is a challengethat researchers, educators and learners confront with.In China, English has been a compulsory subject and people get to learn it fromprimary school and even preschool children begin to learn it. Unfortunately, greatefforts as some learners made, the learning result may not satisfactory. Englishlanguage is regarded as “time-consuming and low efficiency engineering” (LiLanqing 1996).During the last decades, researchers and educators have been making continuouscontributions to the English educational reform to improve English language teachingand learning situation. Due to their efforts some gradual but significant shift emergedin foreign language teaching.English teaching has a history of more than one hundred years in China. Buttraditional language teaching mode always happens in the classrooms, where teachersact as the presenters and commanders and students as passive receivers. So the centersof teaching process are not learners but teachers. It is under the guidance ofbehaviorism psychology. This theory hypothesizes that learners’ learning is a processthat form habits with proper reinforcement by teachers. (Dai Weidong1998). In orderto complete teaching tasks, teachers emphasis unification rather than diversity.Learners can’t be given individual attention that is essential to their learningproficiency and individual development. Both teachers and students suffer from thenegative influence of the so-called “good method”. Students who can’t adjustthemselves to the teaching method may be classified as “slow learners” and feeldefeated. After a long period of time, they gradually lose their interest in Englishstudy and perform badly in examinations.
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1.2 Significance of the Thesis
Cognitive style refers to the different styles adopted by individuals when they areacquiring and processing information, which is one of important aspects of individualdifferences that influence learners’ learning proficiency.Psychological field has been studying it for more than seventy years. In recenttwenty to thirty years, linguistics studied the correlations between learners’differences in cognitive styles and English language proficiency and made greatachievements. High school students are faced with much pressure from exams,especially some students who are poor at English study, and their learning worries usdeeply. How to help them enhance their interest in English and improve their learningefficiency is a problem concerned by teachers and language scholars. The studyachievements of cognitive styles and language learning give us much implication. Wecan study the correlations between learners’ differences and English languageproficiency from the perspective of individual cognitive styles.Since 1960s, the focus of second language acquisition research has transferredfrom teaching methods to learners’ characteristics and their influence on secondlanguage acquisition. 

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Chapter Two Literature Review

2.1 Learning style
To obtain a detailed picture of cognitive style, it is of great significance topresent related concepts in the present study first. A very important concept will bepresented in the following. The idea of learning style comes from general psychology. As one of the keyfactors in learning process, it deserves much attention from its study came into beingin the 1970s. However, researchers carried out systematic study in the 1980s and itsstudy boomed in the 1990s. Because educators attach growing importance toindividual differences and it has been a popular research area.Learning style refers to characteristic ways that individuals tend to adopt insolving problems. In the process of learning new knowledge, some prefer to read theconcepts, some would like to listen to others read the materials to them and otherstend to watch the demonstration of the concepts. So different learners hold differentlearning styles and their learning styles may vary according to different learningmaterials. It is quite necessary and important for learners to have a betterunderstanding of their own learning styles.
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2.2 Cognitive Styles
As we know, education has its basic aim, which is to cultivate students intoindependent, autonomous and effective learners. So to study learners’ learning processand their differences becomes increasingly necessary and important. Learning processis not merely cognitive psychology and it also deals with affective factors, especiallypersonality factors. Tro-van Els(1997:121) states, “Cognitive style factors andpersonality factors tend to operate in combination with language learning”. The term “cognitive style” was put forward by Allport in 1937. Since then,especially in the last few decades, research has been conducted in this field andobtained much experience. It is Witkin who is the first to make considerablecontribution to this area. He proposed the field cognitive styles, and throughexperimental study, he made successful study. From then on cognitive study hasbecome a hot, and in the 1980s to 1990s the study of cognitive style becamesystematic.It has widely accepted that people have various differences in abilities, capacities,the efficiency and their cognitive style that is, their habitual and preferred means ofapproaching cognitive tasks (Galotti, 1999). So from various perspectives, differentresearchers conduct many researches and make breakthroughs in their specific fieldsof which cognitive style is a major one. It is essential to have a clear conception ofcognitive style.

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