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ERIC Number: ED205035
Record Type: Non-Journal
Publication Date: 1981
Pages: 37
Abstractor: N/A
Reference Count: N/A
Foreign Language Achievement in Relation to Student-Teacher Cognitive Styles: A Preliminary Study.
Hansen, Jacqueline; Stansfield, Charles
Research has shown student field-independent cognitive style (FI), as opposed to field-dependent cognitive style (FD), to be correlated moderately with success on selected second language tasks. A trait-treatment interaction approach was utilized in this study to examine the role of FD/I among 236 college students enrolled in six sections of an introductory Spanish course. The purpose of the investigation was to determine the significance of student style, teacher style, and student-teacher stylistic match or mismatch upon second language achievement. Field dependence was assessed with the Group Embedded Figures Test and subjects were then classified as FD or FI with a median-split technique. Factorial analyses revealed a significant main effect for student style in performance on measures of Spanish linguistic, communicative, and integrative competence. In each instance the FI group of students exhibited a superior performance. There was no main effect for teacher style nor were there any significant interaction effects. It was concluded that the learner factor (FD/I cognitive style) was of more importance in achievement than the situational factor (teacher style). It is suggested that further naturalistic, ethnographic research be undertaken to examine student-teacher styles as process variables in the second language classroom to complement outcome-oriented studies such as this one. (Author)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A