二语习得论文.docx

1、二语习得论文Discussion on Cognitive Style and Second Language AcquisitionAbstract: The research of differences between learners cognitive learning style is an important topic in the field of second language acquisition. The article discuss five different kinds of cognitive styles and their relations with

2、second language acquisition. It also demonstrates implications of cognitive styles research on foreign language teaching. As learners with different cognitive styles tend to use different learning strategies, teachers should select teaching methods which suit for learners cognitive styles and make i

3、n possible for the implementation of individualized teaching.Key words: cognitive style, second language acquisition, foreign language teaching一Cognitive style Cognitive style, which is also called cognitive pattern or cognitive model, generally speaking, Cognitive style, also known as cognitive mod

4、els or cognitive patterns, generally speaking, is the organizational lasting and consistent style manifested in the aspects of cognitive organization and cognitive capacity in the process of information processing (including the acceptance, storage, transformation, extraction and use), among which i

5、nclude not only individual perception, memory, thinking and other cognitive processes differences, but also differences in individual attitudes, motivations and other personality formation and cognitive function and cognitive ability1. The term was first used in 1937 by Allport. The research on cogn

6、itive style began in in the 1940s, became popular in the 1960s, after peaking in the early 1970s tended to decline gradually. The transfer of the research interest does not mean research in this area is not important, but mean it has opened up more areas of psychological research. Since the 90s of t

7、he 20th century, the study of cognitive style once again aroused great attention. whats more, the applied research was becoming increasingly important in the field of education. In educational psychologists, linguists opinion, through a test to understand the students cognitive style, you can add fu

8、rther information about student cognitive structure provided aptitude test and aptitude tendency test. Aptitude test is designed to assess students achievement and skills in certain subject areas. Aptitude tendency test points out the possibilities that the students learn some new content. while cog

9、nitive style test is to understand the typical ways of thinking adopted by the students, in the process of completing a variety of learning tasks, according to which teachers can guide students to take cognitive style which coincides with the learning tasks. Theoretical study of cognitive style open

10、s up a new area of psychological research and broadens our horizons. Whats more, its applied research provides teachers a basis for individualized method of instruction. As foreign language teachers, understanding the classification of learners different cognitive styles structure model, paying atte

11、ntion to take advantage of students strengths according to different learning tasks and environment and accordingly provide guidance on students learning strategies and cognitive style will play an active role in promoting students foreign language learning. 二Recent research progress in cognitive st

12、yle Early research in the field of cognitive style shows great diversity, but also leads to a lot of criticism, mainly for its lack of rigor and credibility. People criticize that cognitive style model blooms, and a variety of measuring, as a part of the development of cognitive style, lacks psychom

13、etric rigor . Recently, a clear trend of cognitive style research is to express a variety of cognitive styles theories into a coherent theory, among which Riding and Cheema (1991) review over thirty cognitive style model, think that cognitive style tag proposed in the past is different names for the

14、 same dimension and also confirm the reasonableness of the assumptions by using factor analysis. The result is that the existed type of cognitive styles has been attributed to two fundamental cognitive style dimensions: Wholist-Analytic and Verbal-Imagery, which reflects the intention to comprehensi

15、ve analysis of the basic dimensions of cognitive style2. Riding et al. believe that these two cognitive style dimensions are independent of each other, individual in a position of cognitive style dimension does not affect the position of the other latitude and a variety of other cognitive styles can

16、 be analysed in these two dimensions.1. Wholist-Analytic Riding et al (1993) think that people with the wholist type tend to grasp the overall situation and pay attention to the whole scene. People of this type distinct parts vaguely or does not distinct parts, tending to make up information into whole. In contrast, people with the analytic type see scenes as a collection of parts. They usually concentrate in one or two parts while ignoring other aspects, w