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ed by members of the“New Look" movement, who are concerned that traditional modes of perception do notattach sufficient emphasis on individual learners. Then，in the 1950s，researchers havebegun their own researches to analyze cognitive styles with the purpose of helping teachersaddress the needs of the learners more effectively. However，the related studies are fewduring this period. Researchers usually consider cognitive style as one of their researchtopics rather than study the cognitive style alone. It is until the 1970s that researchers in thefield of second language acquisition probe into cognitive styles exclusively.The study of cognitive style evolves a number of different instruments designed bydifferent researchers in different academic fields，which led to the emergence of manydimensions of cognitive style. Nevertheless, only few cognitive styles have gained the mostattention from linguists in the field of second language learning. One point worthy ofspecial note is field independence and field dependence. The present study will also choosethis pair of cognitive style as the research topic.

Chapter Two Literature Review

The study of individual differences in cognition and learning has a long history byresearchers in different academic fields and disciplines. Cognitive style has attracted manyresearchers, especially educators' attention due to its enough predictability to languagelearning and teaching. This chapter will firstly provide cognitive style related terms andthen an overview of related researches both abroad and at home will be presented.

2.1 Cognitive style
One of the most pervasive difficulties in this field of research is the sloppiness of agreat number of related definitions. Considerable confusions appear in the literatureconcerning the terms “style”，"cognitive style”，“learning style，，，"learning strategy” and soon. So, before the detailed discussion of cognitive style，it may be helpful to clarify somesimilarities and differences among some related and easy-confusing terms in advance.

Chapter Three Methodology........... 37-43
    3.1 Introduction ..........37
    3.2 Research Questions.......... 37-38
    3.3 Subjects ..........38
    3.4 Instruments ..........38-41
        3.4.1 Cognitive Style Figures Tes.......... 39-40
        3.4.2 Language Proficiency Test ..........40-41
    3.5 Data Collection..........41
    3.6 Data Analysis ..........41-43
Chapter Four Results and Discussion.......... 43-66
    4.1 Distinguishing Feature of Learners' Cognitive.......... 43-45
    4.2 Gender Differences.......... 45-47
    4.3  Foreign Language Proficiency.......... 47-66
        4.3.1  the Overall Language Proficiency..........49-52
        4.3.2  Listening.......... 52-55
        4.3.3  Vocabulary and Grammar..........55-57
        4.3.4  Cloze ..........57-59
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