场依存，场独立认知风格对高中生英语阅读的影响_英语论文

The Influence of Filed Independence and Filed Dependence on high school student’s English reading

摘要

听说读写是英语的基本能力，对于高中生来说阅读能力应该是最基本的也是最重要的技能了，所以不论是对于学生学还是老师教，英语阅读都是必不可少的一环。然而，不同的学生有不同的认知风格，不同的认知风格有不同的学习方法，怎样才能让不同风格的学生都有良好的英语阅读能力呢？本论文旨在通过了解“场依存，场独立”认知风格在高中生中的分布情况，分析“场依存，场独立”认知方式对高中生英语阅读策略方面的影响，调查“场依存，场独立”认知风格对高中生英语阅读测试的影响，根据“场依存，场独立”认知风格的不同，学生呈现出的不同阅读习惯和方式，指导教师更好的实施教学。

关键词：英语阅读 场依存，场独立，认知风格

Abstract

Listening, speaking, reading and writing are the four basic skills for English study. As for senior high school students, reading plays a vital role in their English study. Therefore，reading is highly valued by teachers and students alike. However, different students have different cognitive styles, that is to say, different students tend to use different reading processes and different learning strategies. So, there comes a problem: how to make every different individuals have a good command of English reading skills? This essay will put emphasis on the distribution of FI/FD learners among high school students, the influence on students’ learning strategies and the influence on students’ reading comprehension test. What’s more, for students, they all want to have good grades, for teachers, they all want to have a good teaching abilities, and this particular finds will help them all.

Key words: English reading, cognitive styles, FI/FD

Contents

Abstract

Chapter One Introduction 1

1.1 Introduction 1

1.2 Research Background 1

1.3 Purpose and Significance of the Present Study 2

Chapter Two Literature Review 2

2.1 Definition of the FI and FD Cognitive Styles 2

2.2 Characteristic of the FI and FD Cognitive Styles 4

2.3 Definition of Reading Strategies 5

2.4 Classification of Reading Strategies 6

2.5 Studies of FI and FD Styles with Reading Strategies 7

Chapter Three Case study 9

3.1 Preparation and Procedure 9

3.2 Collecting and Analysis 10

Chapter four Findings and Discussion 12

4.1 Findings 12

4.2 Pedagogical Implication 13

4.3 Limitations 14

4.4 Conclusion 15

Appendix 1 15

Appendix 2 21

Appendix 3 24

Bibliography 29

Acknowledgments 31