The Cognitive Styles of Reflection/Impulsivity and Field Independence/Dependence and ESL Success

Abstract

or unsuccessful language learners. Characteristics of the learner that are unchangeable (age, sex, native language) or predispositions (motivation, attitude, anxiety, tolerance of ambiguity, and cognitive style) have all been examined in varying degrees. The focus of this study is narrowed to one characteristic-cognitive style-and finally, narrowed even further to only two cognitive styles, Reflection/Impulsivity and Field Independence/Dependence. Field Independence/Dependence has received greater attention in language learning research th n has Reflection/Impulsivity. What is the role of the cognitive style of Reflection/Impulsivity when adults are learning E glish as a second language? I believe that Reflection/Impulsivity will provide a method for classifying successful and unsuccessful language learners within a construct that is easy to understand and easy to work with in instructional settings. This is theoretically and empirically important because it will provide construct-related evidence validating a model of SLA that includes cognitive style as a source of individual variation. Pragmatically, underst nding the predispositions of language learners in terms of cognitive style could provide a basis for materials development both for the classroom and computer lab-training in strategies to adapt performances, altering natural tendencies (7; 32; 36).