Disembedded Figures in the Landscape:A Reappraisal ofL2 Research on Field Dependence/Independence

Abstract

The relationship between the so-called cognitive style of field dependence/independence and second-language learning has been investigated in some twenty published studies. Findings from these investigations havesubsequently been described in a number of influential, but largely uncritical, reviews. In this paper, it is contended that a critical review of the theoretical underpinnings, measurement instruments (embedded figures tests), and current status of the construct, leads to the inevitable conclusion that field dependence/independ-ence does not have, and never has had, any relevance for second-language learning. The concept is shown to be theoretically flawed, and embedded figures tests are shown to be ability measures rather than style measures. Second-language studies are consequently appraised on the extent to which they indicate recognition of these fundamental considerations and how these are, or are not, reflected in their hypotheses.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 50 citations exist upstream.