摘 要

作为现代社会使用的普通的获取信息手段，阅读几乎与每个外语学习者的日常生活紧密联系。而且这种能力可能有助于解决从信息流中筛选有用信息等棘手的问题或甚至影响一个人的事业。因此，阅读能力成为近期外语学习研究的热点。通过大量的研究，很多的二语习得专家都提出了英语学习者的阅读理解能力与他们认知风格的类型---场独立性和场依存性有着密切的联系。
对于场依存/独立性与外语学习的关系，学术界主要存在三种不同的假设：场独立者是更好的学习者；场依存者是更好的学习者；两者都有可能成为优秀的学习者。本文支持假设场独立者是更好的学习者。根据相关的文献资料，笔者认为阅读理解能力作为一种重要的语言能力，必定与场依存/独立性存在密切的关系。而且场独立者具有相对强的阅读理解能力的假设具有更多的理论依据和实践证明。因此笔者更倾向于支持这种场独立者是更好的学习者的假设。
  本篇论文将通过实际试验来验证高级外语学习者的阅读能力与场依存/独立性之间的关系。首先选择了37位来自江南大学纺织服饰专业大学二年级的学生作为实验对象，之后运用认知风格调查问卷和镶嵌图形组实验测量参与者的认知风格，然后取参与者的四次阅读水平测试的平均成绩作为他们的阅读理解能力，最后运用SPSS数据分析软件分析数据从而确定认知风格与外语学习者阅读理解能力的关系，也就是具有场独立型认知风格的外语学习者具有更好的阅读理解能力。
  
关键词：认知风格；场依存型；场依存型；阅读能力；外语学习
 
Abstract

Reading is intimately correlated with almost everyone’s daily life as a useful and common approach to obtain information in modern society，especially for foreign language learners. What’s more, reading ability may settle down an untackled problem, such as selecting useful material in information flow, and even cast an influence on a person’s career. Therefore reading ability is a focused point in recent research of foreign language teaching and learning. A large number of previous studies indicate that there is an intimate correlation between reading ability and Field Dependence/Independence.
There are three hypotheses in academic field about the relation between Field Dependence/Independence and Foreign Language Learning: Field Independent persons are better learners; Field Dependent persons are better learners; both two kinds of persons can be good learners. The hypothesis that Field Independent persons are better learners is supported in the thesis. According to relevant literature and resources, it is believed that reading ability, as an essential language competence, must have an intimate correlation with Field Dependence/Independence. Besides, more theoretical bases and empirical experiments support the hypothesis that Field Independent persons are better learners.
This thesis is aiming at testifying the relationship between reading ability of advanced foreign language learners and Field Dependence/Independence by an empirical experiment. 37 participants are sophomores major in textile in Jiangnan University in WuXi. Cognitive style of each participant is verified by the cognitive style questionnaire and the Group Embedded Figure Test. To evaluate reading ability of all participants, mean score of four reading grades of each participant in four reading evaluation tests are collected as the standard of reading ability. At last, the correlation between cognitive style and reading ability of Foreign Language learners is determined in accordion to the data analyzed by SPSS: Independent Foreign Language Learners have better reading competence.
 
Keywords: cognitive style; Field Dependence; Field Independence; reading competence;Foreign Language Learning