بررسی رابطه بین شیوه های شناختی  بویژه مبحث استقلال و وابستگی  یادگیرندگان زبان انگلیسی در سطح پیشرفته با دانش لغوی ایشان

Table of contents:

Title                                                                                                     page

CHAPTER ONE: Introduction                                                                             3

• background 3

• Statement of the Problem 4

  • Concrete experience                     4

  • Active experimentation 4

  • Reflective observation              5

  • Abstract conceptualization       5

• Significance and Importance of the research    7

• Research Questions                                                                         8

• Research hypothesis 8

• Definition of key terms    8

    1.6.1 Cognitive Styles                                                                              8

    1.6.2 Field Dependent (FD)                                                              9

    1.6.3 Field Independent (FI)                                                                   9

    1.6.4 Group Embedded Figure Test GEFT                                                9

    1.6.5 Knowledge of vocabulary                                                    10

    1.6.6 TOEFL vocabulary test                                                                        10

1.7 Limitations of the study                                                                       10

CHAPTER TWO: Review of the Related Literature                                                13

2.1 Introduction                                                                                  13

2.2 The relationship between cognitive styles and language skills    13

2.3 Cognitive Styles and Grammar                                                   14

2.4 FID & individual`s characteristics                                                        15

2.5 Personality & individual differences                                           16

2.6 The History of cognitive style                                                     17

          2.6.1 Various definitions of cognitive style                             18

2.7 Learning styles                                                                                     19

          2.7.1 Different Personality tests                                                        19

2.8 Field Dependent vs. Field Independent                                       20

          2.8.1 The notions of Field Dependence/Independence             23

          2.8.2 Different definitions of FID Individuals` characteristics 23

2.9 Second Language Acquisition (SLA)                                           25

2.10 Focus on Vocabulary                                                                28

          2.10.1 What Is Vocabulary?                                                   28

          2.10.2 Vocabulary knowledge                                                 29

          2.10.3 Extensive vocabulary                                                   30

          2.10.4   Vocabulary size                                                          31

          2.10.5 Vocabulary Dimensions                                                         32

                   2.10.6 Listing of vocabulary knowledge                                  33

                   2.10.7 The Role of Function words in Acquiring Vocabulary 34

                   2.10.8 VLS & Vocabulary Knowledge                                    35

2.11 Word Schema                                                                                     37

2.12 What is the “Ownership” of Words?                                         38

2.13 Instruction for Vocabulary Development                                  38

          2.13.1 Why is vocabulary instruction important?                            38

          2.13.2 Two Kinds of Vocabulary (word) Development          39

2.14 Usefulness and Frequency of Vocabulary                                 41

2.15 Developing Word Consciousness                                                       42

2.16 Which factor is more effective on leaning vocabulary” Cognitive Style, Ethnicity or Gender”?                                                                   43

2.17 Context Clues                                                                                     46

2.18 Summary                                                                                   47

CHAPTER THREE: Methodology                                                           49

        3.1 Overview                                                                                    49

        3.2 Participants                                                                                 49

        3.3 Instrumentation                                                                          50

                 3.3.1 Materials                                                                        50

        3.4 Data Collection procedure                                                          50

CHAPTER FOUR: Data Analysis and Discussion                                             54

           4.1 Overview                                                                                    54

           4.2 Descriptive Results                                                                     55

                     4.2.1  Descriptive Statistics of GEFT Test                              55

                     4.2.2 Descriptive statistics of TOEFL Test of Vocabulary          56

           4.3 Inferential Results                                                                      56

                     4.3.1  Correlation between TOEFL score and field-dependency    56

                     4.3.2 Correlation between TOEFL score and field-independency   58

         CHAPTER FIVE: Conclusions and Implications                                                   61

                            5.1 Overview                                                                                       61

                            5.2 Discussion                                                                                      61

                            5.3 Conclusion                                                                                      62

                            5.4 Pedagogical Implications                                                                 64                    5.5 Suggestions for Further Research                                                            65

         REFERENCES                                                                                                       66-81

APPENDIX A

APPENDIX B