Cognitive Styles on C-Test and Cloze-Elide Test: Which Style Acts Better?
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Volume two, Issue two
May 2012
Cognitive Styles on C-Test and Cloze-Elide Test: Which Style Acts Better? KAMAL HEIDARI SOURESHJANI Islamic Azad University, Shahrekord Branch, Shahrekord, Iran Bio Data: Kamal Heidari Soureshjani holds an M.A. in TEFL from Shiraz University and is a Young Researchers Club Member. He has taught English courses and IELTS at different institutes in Shiraz and is presently the academic member of Islamic Azad University, Shahrekord Branch. Abstract The study was, in fact, an attempt to investigate any probable role of the cognitive style of language learners in their performance of two varieties of cloze test; that is, c-test and cloze-elide test. In other words, the study tried to see if being an FD or FI cause any significant difference in their performance on such two tests or not. To achieve such a purpose, 95 language learners were selected on the basis of availability sampling procedure and then their cognitive style was determined by using Group Embedded Figure Test (GEFT). After that, a series of c-test and cloze-elide tests were distributed among the two types of learners. In the end, the study revealed that there is a significant difference between the cognitive style of learners and their performance on the two intended tests. The study also showed that with regard to c-tests, FI learners have a better performance in comparison to FDs. However, regarding the cloze-elide test, FD learners outperform FIs. Keywords: C-test; Cloze-elide test; Cognitive style; GEFT Introduction Cognitive Style Among assorted factors which may affect the performance of a person in language use is the individual differences. These differences are said to be of remarkable significance in designing, developing, and implementing of materials and curricula (Skinner 1954). Further, it is axiomatic that each person has his own ways and strategies to approach and process information. Accordingly, one of the most significant aspects of any kind of pedagogy is to take into account the impact of these differences on the learning and teaching processes (Snow, 1997). However, an example of individual differences is cognitive styles and especially being a field independent (FI) or field dependent (FD). Auburn and 61 | P a g e
Language Testing in Asia
Volume two, Issue two
May 2012
Ausburn (1978) defined cognitive styles as the psychological dimensions that represent the consistencies in an individual’s manner of acquiring and processing information (p. 338). According to Messick (1984), cognitive style deals with the manner in which people prefer to make sense out of their world by collecting, analyzing, evaluating, and interpreting data. These styles are thought to remain consistent preferences throughout life (Jonassen & Grabowski, 1993). Cognitive style is also considered as a notion referring to the way in which people perceive, conceptualize, organize, and recall information. There have been mentioned assorted categories for different cognitive styles. Some examples are: leveling and sharpening l
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