-
摘要自1970年代以来,外语教学的重点对象是逐渐发生变化,从老师到学生,学者们发现学习者的个人因素对第二语言习得有重要的影响,并且有众多研究表明，学习者的个人因素影响第二语言习得。
- 上一篇：《简爱》的女性主义视角解读
- 下一篇：从文化差异的视角研究体育广告翻译
最早的研究与发现场独立和场依存认知风格的是美国心理学家威特金（1948）,他指出,场独立指的是个体在处理信息,依靠内部参考,从自己的感觉获得知识或信息。相反,场依存的个体,他们依赖于周围的环境。23891
这两种认知风格会用来帮助语言学习者对第二语言的学习。本论文旨在探索场独立和场依存对第二语言习得的影响,特别是对于大学生英语口语的影响。
关键词: 认知风格;场独立/依存;英语口语
Abstract Since the 1970s the focus of language teaching object is gradually changing, from the teacher to the student. Scholars find that the learner's inpidual factors have important influence on second language acquisition, and have a wide range of research on the learners' personal factors that influence the second language acquisition .This paper intends to explore that the field independence and field dependence influence on the second language acquisition, especially for the influence on the college students' oral English.
The earliest research and discovery of the field independent and field dependent cognitive style is the American psychologist witken(1948), who points out that the field independent model refers to the inpidual in processing information, rely on internal reference, from one's own perception to acquire knowledge or information. On the contrary, the dependent type of inpiduals, they rely on the surrounding environment.
These two types of cognitive styles can be trained to help language learners study the second language acquisition easily.
This thesis has five chapters. Chapter one is the introduction, which includes the background of the study, the significant of the study. Chapter two is the literature review, which mainly includes field-independence and field-dependence, influence of FI/D on oral English. Chapter three is the procedures, which includes subjects, instruments. Chapter four is the results and discussion. Chapter five is the conclusion, which is a summary of the major consequence of the study.
Key words: cognitive style; field-independence/dependence; oral English
The Effects of FID Cognitive Style on College English Speaking Proficiency
Contents
摘要 i
Abstract ii
I. Introduction 1
1.1 Background of the Study 1
1.2 Significance of the Study 2
II. Theoretiacl foundation 3
2.1 Field-independence and Field-dependence. 3
2.1.1 Definition of Cognitive Style 3
2.1.2 Concept of Field-independence and Field-dependence 4
2.1.3 Measurements of FI and FD 4
2.2 Influence of FI/D on Oral English 5
2.2.1 FI/D and Second Language Acquisition 5
2.2.2 FI/D and Learning Strategies 6
III. Procedures 8
3.1 Subjects 8
3.2 Instruments 8
3.2.1 Group Embedded Figures Test 8
3.2.2 Oral English Examination 9
IV. Result and Discussion 9
V.Conclusion 11
Bibliography 12
Acknowledgements 13
I. Introduction
Over the last quarter of the twentieth century, the English language teaching profession has undergone many changes. That is to say,the focus of the English language teaching has changed from the teacher to the student,from how to teach to how to learn,from teacher-centered pattern to student-centered pattern. So it is important for the researchers to notice the inpidualized study, which means that every student has his or her own learning style. Learning style is closely to the cognitive style. And there are two types of cognitive style, field-independence and field-dependence. After knowing the advantages and disadvantages of the students’cognitive style in language learning, researchers can take right steps towards their learning strategies, improve their learning efficiency, and achieve ideal learning effects,