چکیده:
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).
The Relationship of Field Dependent/Independent Cognitive Style to Spanish Language Achievement and Proficiency: A Preliminary Report.