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omprehension ..........59-63
        4.3.6  Writing.......... 63-66
Chapter Five Pedagogical Implications.......... 66-72
    5.1 Pedagogical Implications for Learners.......... 66-68
5.2 Pedagogical Implications for Teachers.......... 68-72

Conclusion

As is vividly seen from the data analysis in the previous chapters，the results of thepresent study provide additional evidence that cognitive style (FD/FI) is related to foreignlanguage proficiency in formal school settings. Based on the previous analysis，the detailedmajor findings on the basis of the research questions are listed as follow:Firstly, as for the distinguish feature of cognitive style (FD/FI) possessed by thefreshmen，learners as a whole show a tendency of field dependence. The number of FDfreshmen in the present study slightly outweighs the number of FI learners but thisdifference is not very sharp. Secondly，as for the gender differences, no significantdifferences have been found among the freshmen in the field of cognitive style (FD/FI).Thirdly，the cognitive style (FD/FI) is positively related to the overall foreign languageproficiency especially in formal school settings. FI learners have a better languageperformance than those of the FD ones as a whole. Finally，the present study suggests that apositive correlation exists between the subjects' field independence cognitive style andtheir scores of different foreign language skills in terms of vocabulary and grammar，cloze,reading comprehension and writing. However, no significant differences have been foundbetween the field independence cognitive style and listening skills.
What's more，the instruments need to be refined. Although CSFT employed in thepresent study have been widely used and verified to have a considerable high reliability andvalidity in previous studies, there are still some doubts arisen for this instrument as a wayto indentify people's cognitive styles. Therefore, a more sensible instrument or instrumentsemployed in conjunction waits to be explored. Besides the GEFT，CSFT instruments,researchers in the future may explore other instruments which can accurately measure thecognitive style of the learners.Besides，the foreign language proficiency of the subjects are only assessed by meansof a test in the present study which does not include the oral test due to the limited time andenergy，which is also a very important element in one's overall language performance.Therefore, in the related study in the future, much attention needs to be attached to therelationship between cognitive style and learners' oral English competence.Additionally, the pedagogical implications mentioned in the above chapter are allbased on the results of the present study. The pedagogical implications achieved in thepresent study needs to be reexamined and tested in the real teaching circumstances.

References
1Allport，G. W. 1937. Personality:  Psychological www.51lunwen.org/daxueyingyu/ interpretation [M]. New York: Holt & Co.Alptekin, C. & S.
2Atakan. 1990. Field dependence-independence and hemisphericity as variables in L2achievement. Second Language Research 6: 135-149.
3Altun，A. & M. Cakan. 2006. Undergraduate Students' Academic Achievement, FieldDependent/Independent Cognitive Styles and Attitude toward Computers [J]. EducationalTechnology & Soci本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。