二语习得 关键期假设

• Furthermore，it form the theoretical of cognitive style and is closely related to other factors of cognitive style. We can even say that FD/I is the core of the cognitive style.
A Study on How FD/I Affects Chinese Learners in English listening and Speaking Performance
By 荆婧 李婧姝 李瑞龙 周阳玢
Contents
A Study on how FD/I Affects Chinese Learners in English Listening and Speaking Performance
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Cognitive style
Cognitive style, is “the manner in which people perceive, conceptualize, organize and recall information.”
-- Rod El百度文库is
“A amorphous link between personality and cognition ”… “When specifically related to an educational context…more generally referred to as learning styles. —Principles and Language Learning and Teaching
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Some Theories Related to Cognitive Style
• Herman A. Witkin (2 August 1916—8 July 1979) was an American psychologist who specialized in the spheres of cognitive psychology and learning psychology.
• Some Theories Related to FD/I
• Field Dependence and Field Independence • Characteristics of FD/I • Formation and Measurement of FD/I • A New Interpretation of FD/I • Factors Affecting FD/I
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Literature Review
• Some Theories Related to Cognitive Style
• Some Different Definitions of Cognitive style • Cognitive Style in Second Language Acquisition
Speaking Performance
Data Analysis
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Conclusion: findings, implications and proposals
14
Contents
A Study on how FD/I Affects Chinese Learners in English listening and Speaking Performance
Rationale of the Study Significance of the Study Organization of the Study
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Introduction
Literary Review
A survey on how FD/I affects Chinese Learners in Their English listening and
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• He first put forward the concept of FD/I in 1962.
• In cognitive style, FD/I is one of the domains, which is studied earliest and most comprehensively because this factors shows more clearly and directly than other other factors in daily life. Compared with other factors，its measurement is perfect.
Ellis states that the study of IDs comprises an important area of research in SLA and has contributed greatly to the development of SLA theory. Four questions are often addressed in the study of IDs in SLA:
1
Introduction
2 Literature Review
3 Survey and Data Analysis
4 Conclusion and Findings
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Introduction
Rationale of the Study Significance of the Study Organization of the Study
be related to the acquisition of linguistic competence,
or receptive competence, and that field dependence
would be related to the acquisition of communicative
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Introduction
Rationale of the Study Significance of the Study Organization of the Study
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Individual Differences Cognitive style
Field-Dependence-Independence
1
Introduction
2 Literature Review
3 Survey and Data Analysis
4 Conclusion and Findings
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Literature Review
• Some Theories Related to Cognitive Style
(4) How do individual learner factors interact with the teacher's instruction in determining learning outcomes?
(Elks 1994:488)
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Hypothesis:
Survey
• Some Different Definitions of Cognitive style • Cognitive Style in Second Language Acquisition
• Some Theories Related to FD/I
• Field Dependence and Field Independence • Characteristics of FD/I • Formation and Measurement of FD/I • A New Interpretation of FD/I • Factors Affecting FD/I
Data Analysis
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Introduction
Rationale of the Study Significance of the Study Organization of the Study
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Significance of the Study
It is hypothesized that field independence would
understanding of their performances and thus adjust
their learning and teaching methods in order to
achieve better results in SLA and TESOL.
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Introduction
• Some Theories Related to FD/I
• Field Dependence and Field Independence • Characteristics of FD/I • Formation and Measurement of FD/I • A New Interpretation of FD/I • Factors Affecting FD/I
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Individual Differences
IDs include the students' beliefs about
language learning, affective states,
language aptitude, cognitive styles,
motivation, personality and other
general factors (such as age and gender),
all contributing to SLA regardless of the
variety in the classification and
terminology by different researchers.
competence, or productive competence.
The results of our survey will further prove this
and provide more implications. Accordingly, both
learners and teacher can have a deeper
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Field-Dependence-Independence
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(1) in what ways do language learners differ from one another?
(2) What effects do these differences have on the learning outcomes?
(3) How do learner differences affect the process of L2 acquisition?
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Literature Review
• Some Theories Related to Cognitive Style
• Some Different Definitions of Cognitive style • Cognitive Style in Second Language Acquisition