活動手冊 - 開南大學

The Influence of Learners’ Field Independent and Field Dependent
Cognitive Styles on Contextualized Vocabulary Learning
Yi-Zhen Jian
Graduate Program
Department of Applied Linguistics and Language Studies
Chung Yuan Christian University
Jia-Yeuan Lee, Ph.D.
Associate Professor
Department of Applied Linguistics and
Language Studies
Chung Yuan Christian University
Yi-Chuan Hsieh, Ph.D.
Assistant Professor
Department of Applied Foreign Languages
Ching Yun University
Abstract
Each individual has his or her preferred learning style that exists consciously or
unconsciously to the learning process. People with different cognitive styles (Field
Independence and Field Dependence) might possess different characteristics in
language learning. For vocabulary learning, there is a growing interest on in several
studies and greatly been recommended on foreign language learning. Thus, the purpose
of this study aims to investigate the influence of Field Independent and Field Dependent
style learners in contextualized vocabulary learning. As a total of 104 freshmen would
attend in this study, this study used Group Embedded Figure Test (GEFT) to distinguish
those subjects into FI or FD style learners. Owing to only 20 FD style learners were
found within the subjects, therefore, 84 person of FI style learners are randomly
sampling into 20 person. With respect to measure their achievement through
contextualized vocabulary learning, the test of Vocabulary Knowledge Scale (VKS)
intends to eliminate their previous knowledge on those target words. With regard to the
data analysis, both quantitative and qualitative are performed in this study. After taking
contextualized reading, researcher would measure their perception towards
contextualized vocabulary learning by questionnaire. Results show that FI style learners
outperform FD style learners on contextualized vocabulary learning. Also, overall, FI
style learners show the slightly higher satisfaction than FD style learners. Therefore, in
what degree this study could inference that FI style learners have the advantages than
FD style learners on contextualized vocabulary learning. The results could carry one
step further on educational implementation, especially for the EFL context.
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