This article examines the intricate relationship between cognitive styles, field independence and integrative motivation, in the context of language learning achievement. Through deploying the narrative inquiry, this study collects the interview data from an experienced teacher who has engaged in English teaching. It mainly found that field-independent students excel in analyzing and breaking down complex information which enables them to process linguistic structures effectively. However, their tendency for self-reliance may limit their collaborative skills, which potentially hinders opportunities for language output. Conversely, integrative motivation drives learners to engage deeply in classroom activities, which enhances their language proficiency. By recognizing and addressing the strengths and weaknesses of these cognitive traits, teachers can tailor their teaching strategies to maximize student engagement and success in language learning.
Cite this paper
Shan, Y. (2024). The Impact of Field Independence and Integrative Motivation on Language Achievement. Open Access Library Journal, 11, e2561. doi: http://dx.doi.org/10.4236/oalib.1112561.
Röthlisberger, J. and Pesta, M. (2019) Cognitive Style and Second Language Learning. In: Robinson, P. and Ellis, N.C., Eds., Handbook of Cognitive Linguistics and Second Language Acquisition, John Benjamins Publishing Com-pany, 365-384.
Chang, L. and Zhang, Y. (2021) The Roles of Field Inde-pendence and Integrative Motivation in Second Language Learning: Evidence from Chinese EFL Learners. Foreign Language Annals, 54, 368-390.
Dewaele, J.-M. and Verheerten, G. (2013) The Relationship between Field Dependence, Creativity, Openness to Experience, and Foreign Language Learning Aptitude. Foreign Language Annals, 46, 503-523.
Dömnyei, Z. and Skehan, P. (2003) Individual Differences in Second Language Acquisition. In: Doughty, C.J. and Long, M.H., Eds., The Handbook of Second Language Ac-quisition, Blackwell Publishing, 589-630.
Ellis, R. and Shintani, N. (2013) Exploring Language Input: The Role of Input in Second Language Acquisition. In Ellis, R. and Shintani, N., Eds., Exploring Language Pedagogy through Second Language Acquisition Research, Routledge, Page.
Friedmann, M. and Kondo, R. (2017) Output Hypothesis Revisited: The Role of Production in Second Language Acquisition. Annual Review of Ap-plied Linguistics, 38, 429-450.
Lin, C.-Y. and Hsieh, C.-H. (2008) An Examination of Integrative Motivation in Relation to Classroom Communication and Second Language Ac-quisition: A Case Study of EFL Learners in Taiwan. Foreign Language Annals, 41, 367-388.
Kim, Y. and Bong, K. (2016) The Role of Integrative Motiva-tion on Foreign Language Classroom Interactions and Academic Achievement. Foreign Language Annals, 49, 347-364.
Horwitz, E., Cekaite, G. and Va-silaki, A. (2012) Integrative Motivation and Foreign Language Achievement: The Moderating Role of Self-Efficacy Beliefs. Modern Language Journal, 96, 433-447.
Chase, S.E. (2011) Narrative Inquiry: Still a Field in the Making. In: Denzin, N.K. and Lin-coln, Y.S., Eds., The SAGE Handbook of Qualitative Research, SAGE Publications, 421-434.
Huber, J. and Clandinin, D.J. (2005) Making Curriculum Visible Through Narrative Inquiry. In: Connor, M.A. and Smith, J.J., Eds., New Direc-tions in Curriculum Studies, Lawrence Erlbaum Associates, 123-136.
Kugler, N. and Taub, M.S. (2019) Cognitive Style and Learning Strategies: The Role of Field Independence in Educational Outcomes. Educational Psychology Review, 31, 857-882.
Swain, M. (1985) Communicative Competence: Some Roles of Comprehensible Input and Comprehensible Output in Its Acquisition. In: Gass, S. and Madden, C., Eds., Input in Second Language Acquisition, Newbury House, 235-253.
