A Study On The Effect Of Cognitive Style On Senior High School Students’ Reading Ability Of Language Practical Texts

In the information age,reading is an important way for students to acquire knowledge.Practical texts are one of the three major text types in languages,and their reading ability will significantly affect students’ overall reading level.Language education is an education that promotes students’ individual development,and cognitive style is an important factor that contributes to students’ differentiated development.This study was conducted to investigate whether the differences in cognitive styles affect students’ reading ability level of practical texts to a certain extent,and thus to propose corresponding reading teaching suggestions with certain theoretical and practical values.In this study,six classes of senior high school students in two general high schools in Anhui Province were selected as the subjects,and the "Field Cognitive Style Inventory" and the self-administered test "Language Practical Text Reading Ability Test Paper" developed by the Center for Psychological Development of Beijing Normal University were used as assessment tools to understand the current situation of high school students’ cognitive styles and language practical text reading ability,and to investigate in depth the influence of cognitive styles on high school students’ language practical text reading ability.The data were analyzed by SPSS software,and the conclusions are as follows:(1)From the current situation of cognitive styles,the overall cognitive styles of high school students tend to be field-independent.There is no significant difference in the cognitive styles of high school students from different selected subjects,while there is a significant difference in the cognitive styles of high school students from different genders.(2)In terms of the current status of language practical text reading ability,the overall language practical text reading level of high school students is high, =but there are significant differences in different dimensions,among which the learning comprehension dimension performs the best,the practical application dimension performs the second best,and the transfer innovation dimension performs the worst.This finding also applies to the reading of both continuous and discontinuous subcategories of pragmatic texts.At the same time,there was no significant difference in the reading level of language pragmatic texts among high school students of different subject choices;while there was a significant difference in the reading level of language pragmatic texts among high school students of different genders.(3)In terms of correlation,high school students’ cognitive styles were positively correlated with their reading ability of language practical texts in general.At the same time,cognitive style was also positively correlated with reading ability in three sub-dimensions(learning comprehension,practical application and transfer innovation)and two sub-categories(continuous practical text and discontinuous practical text)of language practical text,but the correlation coefficients all differed.(4)In terms of variability,there were significant differences in the reading ability of students with different cognitive styles in language pragmatic texts.Among them,the more independent the cognitive styles are,the more stable and better the language practical text reading ability of high school students is;on the contrary,the more instable and worse it is.The above findings reveal that high school students’ reading ability of language practical texts is generally high,but there is still more room for improvement.Considering the influence of cognitive styles on high school students’ reading ability of language practical texts,in order to improve students’ reading ability of language practical texts with different cognitive styles,this study proposes the following three teaching suggestions in three stages: first,to understand the characteristics of practical texts and pay attention to cognitive thinking cultivation;second,to evaluate students’ cognitive styles and conduct targeted thinking training;third,to restructure text teaching strategies according to students’ thinking differences.