非英语专业大学生场间认知风格的特点其稳定性研究

发布时间：2021-02-11 00:54

　　场认知风格这一概念最早由美国心理学家威特金（Witkin）于1962年提出。他认为场认知风格是一个连续体,并根据个体对外界环境的不同依赖程度,将连续体的两端定义为场依存和场独立。自课堂教学从传统的以老师为中心转变为以学生为中心的模式后,对学习者个体差异的研究逐步兴起。场认知风格作为个体差异的一个重要因素也得到了广泛关注。国内外学者从场认知风格与语言习得的关系方面展开了大量的研究,形成了许多有理论价值和实践意义的研究成果。这些研究主要是基于对场认知风格的二分法。但是,随着对场认知风格研究的深入,对场认知风格的二分法引起了一些学者的争议。他们认为（如Brown,1987;秦晓晴,1997）有些学习者并不是完全的场独立者或场依存者,而是处于两者之间。虽然这一假设得到了部分学者的认同,但是,对场间认识风格的研究却鲜有论述。基于以上问题,本研究以200名非英语专业的大二学生为调查对象,依据夏佩尔（Chapelle）的场认知风格的三分法理论即:场依存,场间认知风格和场独立,将受试分为三类。本研究首先对不同认知风格与英语水平及学习策略之间的相关性进行了调查,并依据调查结果分析了场间认知风格的特点。其... 

【文章来源】：兰州交通大学甘肃省

【文章页数】：85 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Purpose of the Study
    1.4 Structure of the Study
Chapter Two Literature Review
    2.1 Field Cognitive Style
        2.1.1 Definition of Field Cognitive Style
        2.1.2 Studies on the Relationship between Field Cognitive Style and Language Learning Achievements Abroad
        2.1.3 Studies on the Relationship between Field Cognitive Style and Language Learning Achievements at Home
    2.2 Language Learning Strategies
        2.2.1 Definition of Language Learning Strategy
        2.2.2 Related Studies on Field Cognitive Style and Language Learning Strategies
        2.2.3 Related Studies on Language Learning Strategies and Language Learning Achievements
    2.3 Summary
Chapter Three Theoretical Frame work
    3.1 Development of Cognitive Style
        3.1.1 Definition of Cognitive Style
        3.1.2 Classification of Cognitive Style
    3.2 Witkin's Interpretation of Field Cognitive Style
        3.2.1 Characteristic of Field Dependence/Independence
        3.2.2 Measurement of Field Cognitive Style
    3.3 Chapelle's New Interpretation of Field Cognitive Style
    3.4 Language Learning Strategies
        3.4.1 Classifications of Language Learning Strategies
        3.4.2 Oxford’s Classification of Language Learning Strategies
    3.5 Operational Framework of the Study
Chapter Four Methodology
    4.1 Research Questions
    4.2 Research Subjects
        4.2.1 Participants Chosen for the Surveys
        4.2.2 Subjects Chosen for the Empirical Research
    4.3 Instruments
        4.3.1 Embedded Figure Test
        4.3.2 Strategy Inventory for Language Learning
        4.3.3 CET-4 Test
    4.4 Procedures
        4.4.1 Procedures of the Survey
        4.4.2 Classroom Instruction for the Subjects of the Experimental Group and the Contrastive Group
        4.4.3 Delayed Post-Test to the Experimental Group and the Contrastive Group
    4.5 Data Collection
Chapter Five Data Analysis and Discussion
    5.1 Descriptive Analysis
        5.1.1 Descriptive Analysis of Participants’Embedded Figure Test grades
        5.1.2 Descriptive Analysis of Participants’English Achievements
        5.1.3 Descriptive Analysis of Participants’Language Learning Strategy Use
    5.2 Correlation Analysis
        5.2.1 Correlation between Field Cognitive Style and English Achievements
        5.2.2 Correlation between Field Cognitive Style and Language Learning Strategy
    5.3 Comparative Analysis
        5.3.1 Comparison of the Experimental Group and the Contrastive Group before Classroom Instruction
        5.3.2 Comparison of the Pretest and Delayed Post-test of the Experimental Group
        5.3.3 Comparison between the Experimental Group and the Contrastive Group after Classroom Instruction
    5.4 Discussion
        5.4.1 Relationship between Field Cognitive Style and English Achievements
        5.4.2 Relationship between Field Cognitive Style Language Learning Strategy Use
        5.4.3 Features of the Inter-field Cognitive Style
        5.4.4 The Stability of Inter-field Cognitive Style
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations
Acknowledge ments
Reference
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Academic Achievements



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