An Investigation Of The Relationship Between Field Dependence/Independence And Senior High School Students’ English Writing Performance

In the second language acquisition process, the main common characteristics of learners and individual differences between them have been studied. Current research on learners’ English proficiency mainly focused on individual differences. Current research on learners’ English proficiency mainly focused on individual differences. Cognitive style, as one of the main factors in second language acquisition in individual differences, has been concerned since the 1950 s. Field dependence/independence cognitive style is one of the hot issues. From a large number of research results, scholars believe that field dependence/independence of student are associated with overall achievement in English or one achievement(such as reading, writing).The survey attempted to reveal the relationship between field dependence/ independence cognitive style and English writing skills among high school students. Research has three main purposes: Firstly, to survey distribution of high school students in the field dependent/independent. Secondly, to survey the relationship between field dependence/ independence and the high school level English writing. And thirdly, which types of students are better at writingThe survey was selected from 153 students as research subjects from De Yang high school. Student’s field dependence / independence cognitive style are measured by the Test Embedded Figures, which is designed by Beijing Normal University. Writing performances were measured by English writing test scores. The test results can identify the student’s cognitive style. The student’s field dependence/independence English writing style and grade point average of tests were inputted to statistical software SPSS17.0, trying to figure out their relationship.According to the results of analyzing, the collected data draw the following conclusions: First, high school students on the whole tend to field independent cognitive style. Second, high school field dependence/independence cognitive style and English writing levels were positively correlated, but no relevance. Third, the field dependence and field independence of students in the writing process show different ways of writing. The survey aims for teachers and students to improve understanding of field-dependent/independent cognitive style, which can help teachers to improve the effectiveness of high school English teaching.