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Chapter One Introduction

1. 1 Background of the Research
Since 1970s, foreign language researchers have been begun concerning thedifferences between individual learners and the various internal and external factorswhich cause these differences. The influence of different cognitive styles on languagelearners is a hot point of the research; researchers have paid more and more attentionto cognitive style, especially in terms of Field Independence (FI) and FieldDependence (FD).As a term in psychology, cognitive style means the individual differenceexpressed by people when they are processing information and experience; it isattitudes and manners that people always take in perception, memory and thinkingprocess (Li Shouxin, Song Guangwen, 1999: 19-24). The definition of cognitive stylein Oxford Dictionary indicates that style is related to the specific aspects ofindividuals, especially to the ways of doing things and ways of thinking. It containsall beneficial features of human judgment and problem-solving. Cognition andemotion of cognitive style have an important impact on foreign language teaching.Educators, psychologists and linguists found a wide range of cognitive style. Forexample, the study of Ausubel (1968) found at least 18 kinds of human cognitive style;Joseph Hill (1972) has listed up to 29 kinds of cognitive style, which involves aspectsof communication, emotion, and intelligence; Brown (1973) has studied on therelationship between cognitive style and foreign language learning; therefore, theinfluence of cognitive style in foreign language teaching began to be taken seriously.
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1. 2 Purpose and Significance of the Research
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, and recommendations for the theory and practice oflanguage teaching and learning, which is concerned in language pedagogy.Specifically speaking, in this research, the significances are as follows:Theoretical Significance ： Along with the development of the socialbackground changes, there might have some other factors influencing cognitive style,therefore, this research analyzes the impacts of cognitive style on students’ Englishlearning based on the previous researches. This research aims to improve previous research and broaden the teaching strategies through the discussion offield-independence and field-dependence. In addition, this research also exploreswhether college students’ cognitive style will be affected in today’s society with thefeature of diversity.Practical Significance：Through the analysis of college students’ cognitivestyle in English class, the cognitive style that students used and the factors that wouldinfluence college students’ cognitive style of English learning will be furtherdiscussed. The most important is that through the research of cognitive style, students’using of the correct cognitive style in class learning can be strengthened. I hope thisresearch can provide impactive and specific learning strategies and cognitive style forstudents’ English learning, in order to improve students’ learning efficiency, and applythem to specific teaching practice, which might mobilize students’ enthusiasm, andimprove their learning efficiency and le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。