인지양식과 영어 학습성취도와의 관계연구

Abstract

The purpose of this study was to investigate the relationship between cognitive styles and English learning achievement. The Subjects of this study consisted of 60 male students and 60 female students in the second grade of two Gwangiu high schools. The Group Embedded Figure Test (GEFT) was used as an instrument for discriminating the tendency of a learner's cognitive style. The mean value and standard deviation of each group were calculated statistically according to the tendency of the cognitive style. The question for this study are as follows : Primarily, does English learning achievement differ according to the tendency of the cognitive style used? Secondly, does English learning achievement differ according to the tendency of the cognitive style and the student's sex? The results of this study were summarized as follows: As to the first question, field-independent student groups showed higher levels of English learning achievement in terms of listening comprehension and reading comprehension than did the field-dependent student groups. In terms of sex, the study didn't reveal any meaningful correlation between a learner's cognitive style and his or her gender. In conclusion, this study has shown that field-independent student groups scored higher levels of achievement than did field-dependent student groups. Subsequent studies are expected to develop a more practical approach to improving field-dependent student group's ability to learn English as a second language.