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Volume :17 Issue : 66 2003      Add To Cart                                                                    Download

Field Dependence - Independence; Ambiguity Tolerance - Intolerance and Achievement of English as a Foreign Language ( In English)

Auther : Ramadan M. Ramadan & Iman M. Abdel Haq

The present study aims at investigating field dependence-independence and ambiguity tolerance-intolerance as two cognitive styles that affect the achievement of English as a foreign language. It also aims at investigating the possibility of predicting students GPA from these two styles.

The sample of the study includes (137) students (56 males and 81 females) in the third year at English Language Department, King Faisal University. Ambiguity Tolerance Scale (McLain, 1993) was applied on the study sample after translating and standardizing it by the present researchers. Group Embedded Figures Test was also applied on the study sample.

Using Analysis of Variance with factorial design 2 x 2, New-Mann Koles test and Step-wise regression analysis, the results show that:

1- There are significant differences at the level of 0.01 in achievement of English as a second language between the field independent students and the field dependent ones, in favor of the former.

2- There are significant differences at the level of 0.01 in achievement of English as a second language between the ambiguity tolerance students and the ambiguity intolerance ones, in favor of the former.

3- There are significant differences at the level of 0.05 in achievement of English as a second language in the interaction between field dependence-independence and ambiguity tolerance-intolerance.

4- It is possible to predict achievement of English as a second language GPA at university students from the two styles of field dependence-independence and ambiguity tolerance-intolerance.

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