An Experimental Research On Relationship Among Field Cognitive Styles,English Reading Achievement And Reading Strategy Employments Of Non-English Majors In Higher Vocational Colleges

Among a number of individual differences,cognitive style and learning strategies have been attracting the attention of researchers.Reading,as an important way to acquire new knowledge,is a process of knowledge cognition and construction.Reading is also a complex process involving multiple levels,and interacting with reader's language knowledge,cultural background,some psychological factors with reading materials.Obviously,in this process,readers' field cognitive style will have a crucial influence on the selection of reading strategies and reading effect.Reading is not only one of the four basic language skills,but also the most basic step to improve the overall level.More and more researchers focus on studying cognitive style and reading strategies.They are keen to discuss the relationship between the two,and sum up different points of this field.However,the author has found that the vast majority of researchers tend to connect the cognitive style and reading strategies to develop research,but few scholars conduct a joint study on English learner's cognitive style,reading strategies and reading performance.At the same time,this paper has also found that scholars do not pay much attention to relevant research on English reading performance on the basis of cognitive style.However,it is well known that one of the most obvious indicators for evaluating the validity of reading strategies is reading achievement,or reading level.Therefore,this paper is committed to explore this topic,with vocational students of non-English major as the research object,and develop an empirical study on the correlation among English learners' cognitive style,reading strategy and reading performance.The theoretical basis of this study is theories of cognitive style and reading strategy.Specifically,the study process adopts Witkin's classification method on field dependence and field independence and O'Malley & Chamot's classification of learning strategies.The results reveal that(1)the cognitive styles of highervocational college students include field independence and field dependence.In both,field independence is the main role.In terms of using reading strategies,the overall frequency of utilization of higher vocational college student is at the middle level;(2)higher vocational college student with different cognitive style have significant difference in English reading achievements.Among which,the reading level of field independent students is higher than that of field dependent students.Moreover,there are also significant differences in the use of English reading strategies between students with different cognitive styles.Specifically,the research participants with different cognitive styles show significant differences on reading performance and the utilization of reading strategies,the overall frequency of utilization of reading strategies of field-independent students is higher than that of field-dependent students;(3)There are pairwise positive correlations among cognitive style,reading strategies and English reading achievements.Among them,a low correlation exists between cognitive styles and reading achievement and the same correlation also exists between cognitive style and reading strategy;there is a real correlation between reading strategy and reading achievement,and there is a real correlation between the three dimensions of reading strategy and reading achievement.Based on the above research results,starting from understanding the differences of students' cognitive style,creating an equal and harmonious teaching environment,using diversified teaching methods and carrying out reading strategy training effectively,this research is committed to proposing corresponding suggestions for teachers to improve English reading teaching performance.