Department of Basic Sciences and English Language, Abadan Faculty of Petroleum Engineering, Petroleum University of Technology, Abadan, Iran.
J Psycholinguist Res. 2020 Dec;49(6):955-973. doi: 10.1007/s10936-020-09712-9.
The present research aimed to investigate how field-dependent and field-independent learners perceived and processed information when they were engaged in an implicit foreign language learning task and to explore differences between them in this regard. The majority of studies in the pertinent literature have adopted quantitative methods to date. The present study, however, employed three qualitative data collection techniques, namely retrospective think-aloud method, tests of episodic memory and interviews, to gain a better understanding of field-dependent and field- independent learners' strategies and performance in different stages of information processing. Twelve Iranian field-independent and field-dependent intermediate language learners participated in this study. The results showed that the field-independent learners were more efficient in directing their attentional resources in the sensory-memory stage and encoding and storing new information in their working memory. Hence, they recalled and retrieved the information from their short- and long-term memory more efficiently. Some educational implications are discussed.
本研究旨在探讨场依存型和场独立型学习者在进行隐性外语学习任务时如何感知和处理信息，并探究他们在这方面的差异。迄今为止，相关文献中的大多数研究都采用了定量方法。然而，本研究采用了三种定性数据收集技术，即回溯出声思维法、情节记忆测试和访谈，以更好地理解场依存型和场独立型学习者在信息处理不同阶段的策略和表现。十二名伊朗中级语言场独立型和场依存型学习者参与了本研究。结果表明，场独立型学习者在感觉记忆阶段更有效地引导他们的注意力资源，在工作记忆中对新信息进行编码和存储。因此，他们更有效地从短期和长期记忆中回忆和检索信息。本文讨论了一些教育启示。
