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(2)

发布时间：2014-09-10 19:56

Chapter 3 Research Methodology.... 33
3.1 Restatement of Research Questions......... 33
3.2 Subjects.... 33
3.3 Instruments..... 33
3.3.1 Cognitive Style Figure Test....... 33
3.3.2 Questionnaire.... 34
3.3.3 English Proficiency Test...... 34
3.4 Data Collection and Analysis....... 34
3.4.1 Pilot Study......... 34
3.4.2 Data Collection........ 35
3.4.3 Data Analysis..... 36
Chapter Four Research findings and discussion...... 38
4.1 Results and Discussion of Research Question 1........ 38
4.2 Results and Discussion of Research Question 2........ 40
4.3 Results and Discussion of Research Question 3........ 48
Chapter Five Conclusions, Implications and Suggestions......... 50
5.1 Conclusions.... 50
5.2 Implications.... 51
5.3 Limitations and Suggestions for Further Study.... 54

Chapter 4 Research findings and Discussion

4.1 Results and Discussion of Research Question 1
The author will answer the following three questions in this chapter: 1.What kindof cognitive styles do senior high school students possess? 2. What are thecorrelations between learners’ cognitive styles and their Listening, Multiple Choice,Close Test, Reading, Error Correction, and Writing Proficiencies? 3. What are thecorrelations between learners’ cognitive styles and their Total score proficiency?To answer the above questions, the author makes analysis of the data collectedpreviously. The author uses data analysis software SPSS 13.0 to study the correlationsbetween participants’ cognitive styles and their language proficiencies. Thedifferences between field dependent and field independent learners’ languageproficiency are tested through Independent-Samples T-Test and it is used to comparetwo independent samples’ differences on a variable. The results will focus on thefollowing parts: As is shown in table 4-1, among 238 students, the number of field dependentlearners (134) is obviously higher than that of field independent ones (61). The studyresult agrees with that of Hu and Grove (1991) theoretically. And they also made thefindings that Chinese English learners tend to show more FD characteristics becauseof the significant influence of Confucian Philosophical tradition and collectivism.(Hu&Grove 1991). Under the influence of Confucianism’s four principles: human(ren), faithfulness (yi), proficiency (li) and wisdom (jiao), and collectivism as a valuesystem, Japanese and Chinese students learn through cooperation, by working for thecommon good, by supporting each other, and by not elevating themselves aboveothers.(Zikopoulos 1992).

………..

Conclusion

The purpose of the study is to find what kind of learning styles (FD/FI) seniorhigh school learners’ possess and the correlation between learners’ cognitive stylesand their language proficiency of each item of the test and the total score. There arealtogether eight research questions that can be classified into three parts. The first partis about what kind of cognitive styles learners have and the second part is about therelationship between cognitive styles and language learning proficiency includingListening, Multiple Choice, Close, Reading Comprehension, Error Correction andWriting. The last aim is to find the correlation between FD and FI learners and theirtotal score. CSFT (Cognitive Style Figure Test) which was developed by researchersfrom Beijing Normal University and a questionnaire which was adapted from Witkin,Moore, Goodenough and Cox(Reid 2002) were used to answer the first question. AndCollege Entrance Examination was used to test the relationship between the twogroup learners’ language proficiency. The participants of the research were chosenfrom grade three in No. 13 middle school of Hengshui, Hebei Province. In addition,the software SPSS13.0 was used as a tool to analyze collected dada.
…………
Reference:

• [1] 杨玉芳.  场独立/依靠对高级英语课堂教学的启示[J]. 阜阳师范学院学报(社会科学版). 2007(03)
• [2] 付瑶.  场独立性和场依存性认知风格在外语教学中的意义[J]. 济宁师范专科学校学报. 2006(06)
• [3] 赵娅琴.  对于二语习得中场独立/依存研究的反思[J]. 和田师范专科学校学报. 2006(04)
• [4] 赵敏.  大学生场独立/依存认知风格与英语教学的调查研究[J]. 聊城大学学报(社会科学版). 2006(03)
• [5] 黄旭光.  英语教学设计与学习者的认知风格研究[J]. 四川外语学院学报. 2004(03)
• [6] 姚旦墅.  场独立、场依赖与英语阅读能力的培养[J]. 煤炭高等教育. 2002(06)
• [7] 戴运财.  场独立/依靠的认知方式和第二语言习得[J]. 外语教学与研究. 2002(03)
• [8] 秦晓晴.  第二语言习得中认知方式研究的现状[J]. 外语教学与研究. 1997(02)
• [9] 吴一安,刘润清,P.Jeffrey.  中国英语本科学生素质调查报告[J]. 外语教学与研究. 1993(01)

本文编号：8800