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Relationship Between Fields Depence/ Indepence and Listening Comprehension Strategy Use by Female Iranian English Majors

نویسنده:

علمی-پژوهشی (1 صفحه - از 61 تا 61)

This study aimed at exploring the relationship between field dependence/ independence and the use of listening comprehension strategies by female English majors in Shiraz. To this end, 138 students at the intermediate level, chosen out of 208, were given the Strategy Inventory for Listening Comprehension (Afsarnia, 1999) to determine the type of strategies they used. They were then divided into two groups of field dependent and field independent based on their performance on the Group Embedded Figures Test (GEFT), devised by Witkin et al (1971). Correlation coefficients indicated that metacognitive, memory, cognitive and social strategies were significantly related to the cognitive style, whereas affective and compensatory strategies did not show a significant correlation. Next a series of t-tests was run and it was seen that FI students used metacognitive, memory, and cognitive strategies more frequently than their FD counterparts, but FD students made more use of social strategies than FI ones.

خلاصه ماشینی:

"Abstract This study aimed at exploring the relationship between field dependence/ independence and the use of listening comprehension strategies by female English majors in Shiraz. Key words: cognitive style, field dependence, field independence, FI, FD, LC, listening comprehension strategies duction Since the time teacher-centered methods gave way to learner-centered approaches, many researchers have focused on learning and different characteristics of learners. Among the different factors that may affect second/foreign language learning, field dependence/independence (FD/I) as a cognitive factor has also gained importance. These studies reveal some interesting points about field dependent/independent students and their differences in mastering language skills and components. Dooley (1976) and Joffe (1987) report no significant difference between field dependent/independent students concerning their reading achievements. In other words, the study attempted to find an answer to the following question: Is there any significant difference between field dependent and field independent female students concerning their use of listening comprehension strategies? Then some independent t-tests were run to see whether there existed any significant difference between the two groups of FD and FI in the use of listening comprehension strategies. As field dependence has been associated with naturalistic second language acquisition and field independence with classroom learning (See Ellis, 1985; Brown, 2000; Carter, 1988), it seems natural for FI students to use more metacognitive strategies to enhance their formal learning. On the Relationship between Field Dependence/ Independence and the Use of Listening Comprehension Strategies by Iranian EFL Students: (Case Study: Female English Majors in Shiraz)."

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