Field Dependence as a Factor in Second Language Communicative Production

Johnson, Janice; Prior, Suzanne; Artuso, Mariangela

doi:10.1111/0023-8333.00137

Cited by 44 publications

(34 citation statements)

References 67 publications

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“…This mode of processing is particularly evident in situations that contain ambiguous information or ones that elicit cognitive conflict (Johnson, Prior, & Artuso, 2000). In such situations, FD and FI individuals tend to perform differently.…”

Section: Field Dependence/independence (Fd/i)mentioning

confidence: 98%

“…They prefer to rely on external sources of content in their approach to solving problems and sometimes this external information can be misleading. They tend to focus on social aspects of situations, are well-attuned to social cues, and favour being with people (Johnson et al, 2000;Saracho, 2003;Witkin, Moore, Goodenough, & Cox, 1977). Thus they have a more external orientation and tend to approach learning from an observer perspective (Saracho, 2003).…”

Section: Field Dependence/independence (Fd/i)mentioning

confidence: 99%

“…These tendencies allow them to sort through information and to ignore misleading cues. They are able to analyze and solve a problem independently of external referents, whether those referents are the external perceptual field or other individuals with whom they are interacting (Johnson et al, 2000;Witkin & Goodenough, 1981). FI persons tend to set themselves aside from the environment and have a more impersonal orientation.…”

Section: Field Dependence/independence (Fd/i)mentioning

confidence: 99%

“…It should be noted that the FD/I dimension is meant to be value-neutral (Chapelle & Green, 1992;Johnson et al, 2000). That is, neither end of the dimension is considered superior to the other.…”

Section: Field Dependence/independence (Fd/i)mentioning

confidence: 99%

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Acquisition of the Non-Generic Definite Article in English: The Influence of Cognitive Style

Prior

Fujise

Fenwick

2014

IJL

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The study examines the relationship between Japanese students' uses of the English non-generic definite article and the cognitive style of field dependence/independence. According to a model by Liu and Gleason (2002), the non-generic definite article consists of four types: textual, structural, situation, and cultural. We examined whether the first three types, which involve analysis of grammatical rules, may be easier to learn for field independent learners who are more analytical. We also investigated whether cultural use, which is largely based on social convention, may be easier for field dependent individuals International Journal of Linguistics ISSN 1948-5425 2014 www.macrothink.org/ijl 218 who have a more interpersonal orientation. Twenty-seven Japanese students studying in Canada completed a non-generic definite article test that involves filling in missing obligatory instances of the, the Group Embedded Figures Test that measures field dependence/independence, and four batteries of the Woodcock-Munoz Language SurveyRevised that together provide a measure of broad English ability. Textual and structural use were positively associated with a field independent style, over and above broad English ability. Other correlations were non-significant. Results are interpreted according to the type of cognitive learning required by the textual and structural uses of the and why these may be facilitated by a field independent orientation.

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Section: Field Dependence/independence (Fd/i)mentioning

confidence: 98%

Section: Field Dependence/independence (Fd/i)mentioning

confidence: 99%

Section: Field Dependence/independence (Fd/i)mentioning

confidence: 99%

Section: Field Dependence/independence (Fd/i)mentioning

confidence: 99%

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Acquisition of the Non-Generic Definite Article in English: The Influence of Cognitive Style

Prior

Fujise

Fenwick

2014

IJL

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“…They rely on others' ideas when solving problems and are good at interpersonal relationships (Johnson, Prior & Artuso, 2000). Field dependence is a learning style in which a learner tends to look at the whole of learning task which contains many items.…”

Section: Field-dependence Cognitive Stylementioning

confidence: 99%

The Effect of Field Dependence\Independence Cognitive Style on Deductive/Inductive Grammar Teaching

Ebrahimi¹,

Zeynali²,

Dodman³

2013

IJARPED

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Recently, the interest of both teachers and researchers in the field of foreign language learning and teaching has increasingly focused on the learner, including the strategies which an individual uses in learning and communicating. The problem under investigation was to see whether there is any significant difference between the performances of field-independent learners in deductively/inductively taught grammar classes. The whole research was carried out in two major phases. In the first phase, The 54 fieldindependent subjects were randomly divided into two groups of 27 subjects. The researcher taught the first group deductively and the second group inductively. Finally, a post-test was administered. In the second phase, the same procedure was exactly carried out for field dependent learners. The results of the analyses for the collected data showed that there was a significant difference at the level of p<0.05 between the post-test scores of field dependent and independent subjects in the first group and their counterparts in the second group. In other words, the results of the study indicated that there was a cognitive style bias operating in conjunction with learning different grammatical structures regarding fielddependent/independent learners. Field-independent learners prefer deductive methods of teaching grammar whereas field-dependent ones prefer inductive methods of teaching grammar.

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