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| Autor/inn/en | Hansen, Jacqueline; Stansfield, Charles |
|---|---|
| Titel | Foreign Language Achievement in Relation to Student-Teacher Cognitive Styles: A Preliminary Study. |
| Quelle | (1981), (37 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Cognitive Style; College Students; Language Research; Postsecondary Education; Second Language Learning; Spanish; Student Teacher Relationship; Teaching Styles; Young Adults |
| Abstract | Research has shown student field-independent cognitive style (FI), as opposed to field-dependent cognitive style (FD), to be correlated moderately with success on selected second language tasks. A trait-treatment interaction approach was utilized in this study to examine the role of FD/I among 236 college students enrolled in six sections of an introductory Spanish course. The purpose of the investigation was to determine the significance of student style, teacher style, and student-teacher stylistic match or mismatch upon second language achievement. Field dependence was assessed with the Group Embedded Figures Test and subjects were then classified as FD or FI with a median-split technique. Factorial analyses revealed a significant main effect for student style in performance on measures of Spanish linguistic, communicative, and integrative competence. In each instance the FI group of students exhibited a superior performance. There was no main effect for teacher style nor were there any significant interaction effects. It was concluded that the learner factor (FD/I cognitive style) was of more importance in achievement than the situational factor (teacher style). It is suggested that further naturalistic, ethnographic research be undertaken to examine student-teacher styles as process variables in the second language classroom to complement outcome-oriented studies such as this one. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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