二语习得 关键期假设.ppt

1、A Study on How FD/I Affects Chinese Learners in English listening and Speaking Performance,By 荆婧 李婧姝 李瑞龙 周阳玢,Contents,A Study on how FD/I Affects Chinese Learners in English Listening and Speaking Performance,2020/7/22,2,Introduction,Rationale of the Study,Significance of the Study,Organization of t

2、he Study,2020/7/22,3,Introduction,Rationale of the Study,Significance of the Study,Organization of the Study,2020/7/22,4,Cognitive style,Field-Dependence-Independence,Individual Differences,2020/7/22,5,IDs include the students beliefs about language learning, affective states, language aptitude, cog

3、nitive styles, motivation, personality and other general factors (such as age and gender), all contributing to SLA regardless of the variety in the classification and terminology by different researchers.,Individual Differences,2020/7/22,6,Cognitive style,Cognitive style, is “the manner in which peo

4、ple perceive, conceptualize, organize and recall information.” - Rod Ellis,“A amorphous link between personality and cognition ” “When specifically related to an educational contextmore generally referred to as learning styles. Principles and Language Learning and Teaching,2020/7/22,7,Field-Dependen

5、ce-Independence,FD: the tendency to be “dependent” on the total field so that the parts embedded within the field are not easily perceived.,FI: your ability to perceive a particular, relevant item or factor in a “field” of distracting items.,2020/7/22,8,Ellis states that the study of IDs comprises a

6、n important area of research in SLA and has contributed greatly to the development of SLA theory. Four questions are often addressed in the study of IDs in SLA: in what ways do language learners differ from one another? What effects do these differences have on the learning outcomes? How do learner

7、differences affect the process of L2 acquisition? How do individual learner factors interact with the teachers instruction in determining learning outcomes? (Elks 1994:488),2020/7/22,9,Hypothesis:,Survey,Data Analysis,2020/7/22,10,Introduction,Rationale of the Study,Significance of the Study,Organiz

8、ation of the Study,2020/7/22,11,Significance of the Study,It is hypothesized that field independence would be related to the acquisition of linguistic competence, or receptive competence, and that field dependence would be related to the acquisition of communicative competence, or productive compete

9、nce. The results of our survey will further prove this and provide more implications. Accordingly, both learners and teacher can have a deeper understanding of their performances and thus adjust their learning and teaching methods in order to achieve better results in SLA and TESOL.,2020/7/22,12,Int

10、roduction,Rationale of the Study,Significance of the Study,Organization of the Study,2020/7/22,13,2020/7/22,14,Contents,A Study on how FD/I Affects Chinese Learners in English listening and Speaking Performance,2020/7/22,15,Literature Review,Some Theories Related to Cognitive Style Some Different De

11、finitions of Cognitive style Cognitive Style in Second Language Acquisition Some Theories Related to FD/I Field Dependence and Field Independence Characteristics of FD/I Formation and Measurement of FD/I A New Interpretation of FD/I Factors Affecting FD/I,2020/7/22,16,Literature Review,Some Theories

12、 Related to Cognitive Style Some Different Definitions of Cognitive style Cognitive Style in Second Language Acquisition Some Theories Related to FD/I Field Dependence and Field Independence Characteristics of FD/I Formation and Measurement of FD/I A New Interpretation of FD/I Factors Affecting FD/I

13、,2020/7/22,17,Herman A. Witkin (2 August 19168 July 1979) was an American psychologist who specialized in the spheres of cognitive psychology and learning psychology.,Some Theories Related to Cognitive Style,2020/7/22,18,He first put forward the concept of FD/I in 1962. In cognitive style, FD/I is o

14、ne of the domains, which is studied earliest and most comprehensively because this factors shows more clearly and directly than other other factors in daily life. Compared with other factors，its measurement is perfect. Furthermore，it form the theoretical of cognitive style and is closely related to

15、other factors of cognitive style. We can even say that FD/I is the core of the cognitive style.,2020/7/22,19,Literature Review,Some Theories Related to Cognitive Style Some Different Definitions of Cognitive style Cognitive Style in Second Language Acquisition Some Theories Related to FD/I Field Dep

16、endence and Field Independence Characteristics of FD/I Formation and Measurement of FD/I A New Interpretation of FD/I Factors Affecting FD/I,2020/7/22,20,Different Definitions of Cognitive style,A.a hypothetical construction that has been developed to explain the Process of mediation between stimuli

17、 and responses. by Goldstein and Blackman(1978). B. “individual characteristic and consistent approach to organizing and processing information by Tennant. C.a fair fixed character of an individual and is static and relatively in-built features of the individual by Riding，Glass，and Douglas.,2020/7/2

18、2,21,In a word, cognitive style is a characteristic mode that is observed in an individuals perceptual or intellectual activities: it constitutes stable，self-consistent forms of adaptation，and develops a relationship between cognitive and Personal affective spheres.,2020/7/22,22,Cognitive Style in S

19、econd Language Acquisition,There are various dimensions of cognitive style. They are always presented as dichotomies.The dichotomy which has received the greatest attention where SLA is concerned is that of FD/I. Many linguists at home have also made such attempts and many cognitive models of SLA ha

20、ve been put forward. Wu Qinalong suggests the following model and provides a general description of the cognitive processes underlying SLA.,2020/7/22,23,2020/7/22,24,WU makes a cognitive model and provides a general description of the cognitive processes. He attempt to take into consideration both t

21、he linguistic and the cognitive features of SLA. But the underlying cognitive processes are not made clear.,2020/7/22,25,The second cognitive model of SLA was proposed by Fang Junming:,2020/7/22,26,Fangs cognitive model of SLA 2 types of output distinguishs: Acquired competence and learnt competence

22、; Two types of knowledges: Implicite linguistic knowledge (acquired competence) and explicit one(learnt competence). He made attempt to reveal the working of the black box, but he has no interest in examining the; concrete cognitive Processes underlying SLA, thus leaving much room for further explor

23、ation.,2020/7/22,27,Literature Review,Some Theories Related to Cognitive Style Some Different Definitions of Cognitive style Cognitive Style in Second Language Acquisition Some Theories Related to FD/I Field Dependence and Field Independence Characteristics of FD/I Formation and Measurement of FD/I

24、A New Interpretation of FD/I Factors Affecting FD/I,2020/7/22,28,Some Theories Related to FD/I,Wiktin and Goodenough define FD/I as an indication of the degree to which an individual uses external or internal cues. In 1981, they develop the definition three major parts: not only reliance on internal

25、 vs external referents, but also cognitive restructuring skills and interpersonal competencies. The FD style is associated with skill in interpersonal relations; in contrast, the FI style is the ability to dissemble or restructure visual stimuli，called cognitive restructuring.,2020/7/22,29,Character

26、istics of FD/I,2020/7/22,30,Formation and Measurement of FD/I,The formation of cognitive style is influenced by social environment and education. Cognitive style is formed in the Process of individuals long-term social activities and studies. Many researchers have studied the formation of cognitive

27、style form different fields. Witkin believes that social environment is the main factor of the formation of cognitive style.,2020/7/22,31,Jie argues that other researchers have probed into the effets of teaching styles on cognitive style form education perspective. They believe that our traditional

28、education emphasizes on the development of group, neglecting humans individuality to some extent, and the students who are educated under such education system have strong dependence on others or groups instead of having independent characters.,2020/7/22,32,Measurement,Generally there are three ways

29、 to operate the FD/I measurement: the Rod and Frame Test, the Body-Adjustment Test(BAT) and the Group Embedded Figures Test(GEFT). At Present，the most frequently used method adopted by FD/I researchers is the GEFT. In this measurement, FI individuals can easily figure out the simple Pattern from a c

30、omplex one by removing the disturbance of background factors so that they get high marks in this test. However, FD individuals have difficulty in finishing this task. On the other hand, it is easy to carry out such test and the results are more accurate.,2020/7/22,33,A New Interpretation of FD/I,Cha

31、pelle and Green(1992) propose their new interpretation of FD/I. They highlight three aspects of the construct including : reliance on international frames of reference, cognitive restructuring abilities, and interpersonal skills. They hope provide greater clarity for the concept FD/I by separating o

32、ut different aspects.,2020/7/22,34,Chapelle and Green think that the restructuring component of the wider construct is the part which correlates with general intelligence，while the frame reference is a typical style construct，bipolar，with neither pole conferring a general advantage. It is for this v

33、alue that people think the new interpretation is more powerful in explaining the cognitive style FD/I.,2020/7/22,35,Factors Affecting FD/I,There are many factors affecting FD/I. Among which, age, gender, and personality affect FD/I deeply. Age:,2020/7/22,36,Gender：Females consistently reported to ex

34、hibit greater field dependence than males. As adolescents and adults, and sometimes even children, males are usually more field independent and females are more field dependent. Personality: The fact that personality has great influence upon ones cognitive style FD/I, despite they has always been in

35、consistent. However, the shortage of consistent findings and sharp contrasts existing in these experiments can only predict the importance and prosperity of th forthcoming research in this area.,2020/7/22,37,Other factors: family environment and the brain. Parental authority : field dependent, Encou

36、ragement for self development family: field indepedent Left handed peoplo are more field dependent than Right ones.,2020/7/22,38,Contents,A Study on how FD/I Affects Chinese Learners in English listening and Speaking Performance,2020/7/22,39,Theory Reminded,Skehan reports that FD learners, comfortab

37、le and sensitive in communication situations, are not seen to be effective information processors, and so, although provided with more information to work with, will exploit it less. The FI learners benefit from the way he or she processes information but is seen to avoid situations in which languag

38、e is actually going to be used for communication. From this one can infer that FI learners should do better on non-communicative, more cerebral tests, while FD learners should excel in more communicative situations, when what is assessed is language use rather than language-like use.,2020/7/22,40,Hy

39、pothesis,The differences between FD and FI students exist in the classroom FD individuals are likely to possess well-developed interpersonal skills, which means that they have better productive competence; while FI individuals are likely to have a good acquisition of linguistic competence, which mea

40、ns that they have better receptive competence.,2020/7/22,41,Test,The group embedded figures test (GEFT) A questionnaire Before the test, a brief of the test purpose is made so that the examinees can understand the purpose and know how to complete the test.,2020/7/22,42,Subjects,54 students out of 74

41、 Same education background high school graduates Try to get further English education in our university.,2020/7/22,43,Results,43 are FD Learners 11 are FI learners,2020/7/22,44,Cognitive Styles and Listening and Speaking Competence,Test: Listening and Speaking tests equivalent to PETS-3. Listening R

42、esults: Speaking Results:,2020/7/22,45,The result shows that FI students are found to get 2.4 mean scores higher than FD ones in listening examination. This suggests that FI students averagely learn listening better.,The result shows that FD students are found to get 1.8 higher mean score than FI on

43、es in speaking examination. This suggests that the FD subjects have performed better on the test. That is to say, FD learners are potentially better performers in the speaking test.,Inference,Language has two aspects of use: receptive and productive. Receptive use means understanding what one hears

44、and reads, involving listening and reading competence. Productive use means expressing oneself in speaking and writing, involving speaking and writing competence.,FD individuals have good productive competence, while FI individuals have good receptive competence. So both FD/I cognitive styles have t

45、heir own advantages in SLA. They can play different roles in different learning surroundings.,2020/7/22,46,Contents,A Study on how FD/I Affects Chinese Learners in English listening and Speaking Performance,2020/7/22,47,Conclusion,Findings,Implications,Proposals,2020/7/22,48,Findings,Both FD and FI

46、learners exist in the class, but the numbers of FD learners greatly exceed that of the FI. 2. FD and FI learners differ in their performance in English listening and speaking. FD learners, on the whole, perform better in speaking while FI learners make higher scores in listening. 3. Both FI and FD are good learners in SLA. Each style has its advantages in certain ar