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摘要:Generally speaking, there are no more than two types of significance to theresearch. One of them is to let the researchers and learners familiar with theprocedures of the research; and the other one is to provide some useful implications oflanguage teaching and learning,
Chapter Four Data Analysis and Research Results
4.1 The Overall Distribution of College Students’ Cognitive Style
This chapter is going to talk about the findings of data analysis and researchresults. The correlation between field-independence and field-dependence cognitivestyle and EFL language proficiency will be analyzed based on the data collection ofFI/D cognitive style and language proficiency. The scores of EFT are collected torepresent the dimension of field-independence and field dependence, and the scores oftest is used to measure the level of language proficiency. The EFT includes 29 testing figures and one example figure. Each of the 29testing figures should be marked followed the instructions as below. The 29 figuresare put into three parts, correct answer of each part’s 1-2 item is 0.5 points; correctanswer of each part’s 3-4 item is 1.0 points; correct answer of each part’s 5-9 item or5-10 item is 1.5 points; each wrong answer is zero; the total score is 34.5. Subjectwith higher scores will be the field-independence and the one with lower one will bethe field-dependence. Therefore, based on the data from EFT, the distribution ofcollege students’ cognitive style can be calculated as follows. (Table 1)
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Conclusion
This chapter is the summary of the research conclusions. In other words, thischapter is going to summarize the research purposes and research questions thatmentioned in the chapter of research design and method. In chapter four has alreadyanalyzed the statistics of the research.The conclusions of the research is going to be summarized into five points asfollows, and they are correspond with the relationship between the field-independencecognitive style and field-dependence cognitive style with reading, listening, oral, andwriting respectively.First, language learners with field-independence tend to have a higher level ofEFL reading proficiency and listening proficiency, which means that thefield-independent participants do better in reading comprehension and listeningcomprehension than the field-dependence.Second, language learners with field-dependence tend to have a higher level ofEFL oral proficiency and writing proficiency, which means that the field-dependentparticipants do better in oral expression and writing than the field-independence.
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Reference (omitted)