場(chǎng)認(rèn)知風(fēng)格這一概念最早由美國(guó)心理學(xué)家威特金（Witkin）于1962年提出。他認(rèn)為場(chǎng)認(rèn)知風(fēng)格是一個(gè)連續(xù)體,并根據(jù)個(gè)體對(duì)外界環(huán)境的不同依賴程度,將連續(xù)體的兩端定義為場(chǎng)依存和場(chǎng)獨(dú)立。自課堂教學(xué)從傳統(tǒng)的以老師為中心轉(zhuǎn)變?yōu)橐詫W(xué)生為中心的模式后,對(duì)學(xué)習(xí)者個(gè)體差異的研究逐步興起。場(chǎng)認(rèn)知風(fēng)格作為個(gè)體差異的一個(gè)重要因素也得到了廣泛關(guān)注。國(guó)內(nèi)外學(xué)者從場(chǎng)認(rèn)知風(fēng)格與語(yǔ)言習(xí)得的關(guān)系方面展開(kāi)了大量的研究,形成了許多有理論價(jià)值和實(shí)踐意義的研究成果。這些研究主要是基于對(duì)場(chǎng)認(rèn)知風(fēng)格的二分法。但是,隨著對(duì)場(chǎng)認(rèn)知風(fēng)格研究的深入,對(duì)場(chǎng)認(rèn)知風(fēng)格的二分法引起了一些學(xué)者的爭(zhēng)議。他們認(rèn)為（如Brown,1987;秦曉晴,1997）有些學(xué)習(xí)者并不是完全的場(chǎng)獨(dú)立者或場(chǎng)依存者,而是處于兩者之間。雖然這一假設(shè)得到了部分學(xué)者的認(rèn)同,但是,對(duì)場(chǎng)間認(rèn)識(shí)風(fēng)格的研究卻鮮有論述�；谝陨蠁�(wèn)題,本研究以200名非英語(yǔ)專業(yè)的大二學(xué)生為調(diào)查對(duì)象,依據(jù)夏佩爾（Chapelle）的場(chǎng)認(rèn)知風(fēng)格的三分法理論即:場(chǎng)依存,場(chǎng)間認(rèn)知風(fēng)格和場(chǎng)獨(dú)立,將受試分為三類。本研究首先對(duì)不同認(rèn)知風(fēng)格與英語(yǔ)水平及學(xué)習(xí)策略之間的相關(guān)性進(jìn)行了調(diào)查,并依據(jù)調(diào)查結(jié)果分析了場(chǎng)間認(rèn)知風(fēng)格的特點(diǎn)。其... 

【文章來(lái)源】：蘭州交通大學(xué)甘肅省

【文章頁(yè)數(shù)】：85 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
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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