二语习得论文.docx

二语习得论文.docx

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二语习得论文

DiscussiononCognitiveStyleandSecondLanguageAcquisition

Abstract:

Theresearchofdifferencesbetweenlearners’cognitivelearningstyleisanimportanttopicinthefieldofsecondlanguageacquisition.Thearticlediscussfivedifferentkindsofcognitivestylesandtheirrelationswithsecondlanguageacquisition.Italsodemonstratesimplicationsofcognitivestylesresearchonforeignlanguageteaching.Aslearnerswithdifferentcognitivestylestendtousedifferentlearningstrategies,teachersshouldselectteachingmethodswhichsuitforlearners’cognitivestylesandmakeinpossiblefortheimplementationofindividualizedteaching.

Keywords:

cognitivestyle,secondlanguageacquisition,foreignlanguageteaching

一．Cognitivestyle

Cognitivestyle,whichisalsocalledcognitivepatternorcognitivemodel,generallyspeaking,Cognitivestyle,alsoknownascognitivemodelsorcognitivepatterns,generallyspeaking,istheorganizationallastingandconsistentstylemanifestedintheaspectsofcognitiveorganizationandcognitivecapacityintheprocessofinformationprocessing（includingtheacceptance,storage,transformation,extractionanduse）,amongwhichincludenotonlyindividualperception,memory,thinkingandothercognitiveprocessesdifferences,butalsodifferencesinindividualattitudes,motivationsandotherpersonalityformationandcognitivefunctionandcognitiveability"[1].Thetermwasfirstusedin1937byAllport.Theresearchoncognitivestylebeganininthe1940s,becamepopularinthe1960s,afterpeakingintheearly1970stendedtodeclinegradually.Thetransferoftheresearchinterestdoesnotmeanresearchinthisareaisnotimportant,butmeanithasopenedupmoreareasofpsychologicalresearch.Sincethe90softhe20thcentury,thestudyofcognitivestyleonceagainarousedgreatattention.what’smore,theappliedresearchwasbecomingincreasinglyimportantinthefieldofeducation.Ineducationalpsychologists,linguists’opinion,throughatesttounderstandthestudents'cognitivestyle,youcanaddfurtherinformationaboutstudentcognitivestructureprovidedaptitudetestandaptitudetendencytest.Aptitudetestisdesignedtoassessstudents’achievementandskillsincertainsubjectareas.Aptitudetendencytestpointsoutthepossibilitiesthatthestudentslearnsomenewcontent.whilecognitivestyletestistounderstandthetypicalwaysofthinkingadoptedbythestudents,intheprocessofcompletingavarietyoflearningtasks,accordingtowhichteacherscanguidestudentstotakecognitivestylewhichcoincideswiththelearningtasks.Theoreticalstudyofcognitivestyleopensupanewareaofpsychologicalresearchandbroadensourhorizons.What’smore,itsappliedresearchprovidesteachersabasisforindividualizedmethodofinstruction.Asforeignlanguageteachers,understandingtheclassificationoflearners’differentcognitivestylesstructuremodel,payingattentiontotakeadvantageofstudents’strengthsaccordingtodifferentlearningtasksandenvironmentandaccordinglyprovideguidanceonstudents’learningstrategiesandcognitivestylewillplayanactiveroleinpromotingstudents’foreignlanguagelearning.

二．Recentresearchprogressincognitivestyle

Earlyresearchinthefieldofcognitivestyleshowsgreatdiversity,butalsoleadstoalotofcriticism,mainlyforitslackofrigorandcredibility.Peoplecriticizethatcognitivestylemodelblooms,andavarietyofmeasuring,asapartofthedevelopmentofcognitivestyle,lackspsychometricrigor.Recently,acleartrendofcognitivestyleresearchistoexpressavarietyofcognitivestylestheoriesintoacoherenttheory,amongwhichRidingandCheema（1991）reviewoverthirtycognitivestylemodel,thinkthatcognitivestyletagproposedinthepastis"differentnamesforthesamedimension"andalsoconfirmthereasonablenessoftheassumptionsbyusingfactoranalysis.Theresultisthattheexistedtypeofcognitivestyleshasbeenattributedtotwofundamentalcognitivestyledimensions:

Wholist-AnalyticandVerbal-Imagery,whichreflectstheintentiontocomprehensiveanalysisofthebasicdimensionsofcognitivestyle[2].Ridingetal.believethatthesetwocognitivestyledimensionsareindependentofeachother,individualinapositionofcognitivestyledimensiondoesnotaffectthepositionoftheotherlatitudeandavarietyofothercognitivestylescanbeanalysedinthesetwodimensions.

1.Wholist-Analytic

Ridingetal（1993）thinkthatpeoplewiththewholisttypetendtograsptheoverallsituationandpayattentiontothewholescene.Peopleofthistypedistinctpartsvaguelyordoesnotdistinctparts,tendingtomakeupinformationintowhole.Incontrast,peoplewiththeanalytictypeseescenesasacollectionofparts.Theyusuallyconcentrateinoneortwopartswhileignoringotheraspects,w