Abstract
The present study undertook an empirical study to investigate the effects of field independent/field dependent (FI/FD) cognitive style on incidental vocabulary acquisition from the perspective of reading task. The results show that the participants in both groups acquired the vocabulary knowledge incidentally, whether tasks were arranged or not. Besides, their FI/FD cognitive style had a significantly positive correlation with their outcomes of IVA. Moreover, when fulfilling the same tasks, the participants with FI cognitive style preference acquired relatively more vocabulary knowledge than that acquired by FD participants. The study offers some suggestions for learners in second language vocabulary building. Meanwhile, as for the pedagogical implications, language educators and teachers are informed that different cognitive style preferences must be highly considered for effective vocabulary teaching.
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