Field-dependence/independence as a Factor Affecting Performance on Listening Comprehension Sub-skills: the Case of Iranian EFL Learners

Abstract

Abstract-The purpose of this study was to determine if field-dependence/ independence (FD\I) cognitive style was related to the performance of Iranian EFL learners on listening comprehension sub-skills. More specifically, the study attempted to focus on three listening comprehension sub-skills, namely listening for main idea, listening for specifics, and making inference. The choice of these sub-skills was based on Weir' (1993) taxonomy. The study also tried to investigate the effect of FD\I on listening comprehension in general. In the first stage of the study eighty freshmen students majoring in English literature in Isfahan University took the First Certificate of English (FCE) test, the listening section. A homogenized group of fifty two students were selected as the sample group for the study. To determine the degree of FD\I, the Group Embedded Figures Test (GEFT) was run and based on the results of this test the subjects were divided into two groups, FD and FI. The results of the t-tests showed that there was no difference in the performance of FD and FI students on general listening comprehension; furthermore, no difference was observed in the performance of the two groups, FD vs. FI, considering the listening comprehension sub-skills which were the focus of this study.Index Terms-field-dependence, field-independence, listening comprehension sub-skills, listening for specifics, listening for main idea, making inference

Influence of Meta-cognitive Training and Cognitive Styles on Numeracy Achievement of Nigerian Pupils’ in Computer-mediated Classrooms

“…The finding of this study negated the finding of another study with 80 participants, Kheirzadeh and Kassaian (2011) concluded that field-dependence/independence did not affect listening comprehension in general and listening comprehension sub-skills in special. The reason for this is not immediately apparent but was perhaps due to difference in the population, geographical location and the subject used in the study.…”

On the relationship between cognitive style (field-dependence/independence) and translation achievement of Iranian translation students

“…However, in some other areas of literature, the result of current study is in contrast and disagreement with some studies done. For instance, Kheirzadeh and Kassaian (2011) found that there was no difference in the performance of FD and FI students on general listening comprehension and in another similar research Altun-Cakan (2006) showed that there was no significant relationship between cognitive style and academic achievement. The findings of Li-fang Zhang (2003) showed that the Field Dependence/Independence and the thinking style constructs were unrelated.…”

“…Messick (1984) defined cognitive styles as information processing habits representing the learner's typical mode of perceiving, thinking, problem solving and remembering. Ngeow (1999, as cited in Kheirzadeh & Kassaian, 2011), summarized the main benefits of cognitive styles as follow:…”

“…In their findings, Field-independent participants outperformed field-dependent participants in IELTS listening comprehension and all of the listening tasks. Another research which was done on the realm of language learning was Kheirzadeh and Kassaian (2011) research of Field-dependence/independence as a Factor Affecting Performance on Listening Comprehension Sub-skills: the Case of Iranian EFL Learners. The results of their research showed that there was no difference in the performance of FD and FI students on general listening comprehension.…”

Pemecahan Masalah Generalisasi Pola Siswa Kelas VII SMP Ditinjuau dari Gaya Kognitif Field Independent dan Field Dependent

“…Pada saat menuliskan data yang diketahui dan yang ditanyakan, SFI cenderung menggunakan notasi matematika dan menggunakan bahasanya sendiri. Hal ini sesuai dengan pernyataan Kheirzaden & Kassaian (2011) yaitu ketika bidangnya tidak diorganisir secara jelas, individu FI relatif cenderung menerapkan struktur mereka sendiri, sedangkan individu FD menerima seperti apa adanya.…”