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　　場認知風格這一概念最早由美國心理學家威特金（Witkin）于1962年提出。他認為場認知風格是一個連續(xù)體,并根據個體對外界環(huán)境的不同依賴程度,將連續(xù)體的兩端定義為場依存和場獨立。自課堂教學從傳統的以老師為中心轉變?yōu)橐詫W生為中心的模式后,對學習者個體差異的研究逐步興起。場認知風格作為個體差異的一個重要因素也得到了廣泛關注。國內外學者從場認知風格與語言習得的關系方面展開了大量的研究,形成了許多有理論價值和實踐意義的研究成果。這些研究主要是基于對場認知風格的二分法。但是,隨著對場認知風格研究的深入,對場認知風格的二分法引起了一些學者的爭議。他們認為（如Brown,1987;秦曉晴,1997）有些學習者并不是完全的場獨立者或場依存者,而是處于兩者之間。雖然這一假設得到了部分學者的認同,但是,對場間認識風格的研究卻鮮有論述�；谝陨蠁栴},本研究以200名非英語專業(yè)的大二學生為調查對象,依據夏佩爾（Chapelle）的場認知風格的三分法理論即:場依存,場間認知風格和場獨立,將受試分為三類。本研究首先對不同認知風格與英語水平及學習策略之間的相關性進行了調查,并依據調查結果分析了場間認知風格的特點。其... 

【文章來源】：蘭州交通大學甘肅省

【文章頁數】：85 頁

【學位級別】：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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