本研究旨在討論台灣國中師生認知風格與學生英文學習表現的關係。此研究目的是要探討(1)不同認知風格的學生在英文學習表現上是否有顯著性的相關，(2)不同認知風格的老師在教學成效方面是否有顯著性的相關，(3)師生認知風格相符合的學生群和不相符合的學生群在英文學習表現方面是否有顯著性的相關。 研究樣本以新竹一所國中242位學生及4位老師為研究對象。藏圖測驗用來區分研究對象之認知風格是否為場地獨立型或場地依賴型之學習者。此242位學生皆參與全民英檢之聽、讀、寫測驗;此外，研究者亦對師生進行個別訪談以獲得更進一步的解釋。 本研究採描述統計及Pearson積差相關進行資料分析。研究結果顯示(1)場地獨立型學生在聽、讀、寫的學習表現上較場地依賴型學生佳，並有顯著性相關；(2)場地獨立型老師所教的學生在聽、讀、寫的學習表現上雖較場地依賴型老師所教的學生佳，卻無顯著性相關；然而當男女學生分開進行檢測時，場地獨立型老師所教的女學生在聽力的學習表現方面較場地依賴型老師所教的女學生佳，並有顯著性相關；(3)師生認知風格不相符合的學生群在聽、讀、寫的學習表現上雖較師生認知風格相符合的學生群佳，卻無顯著性相關；而當進行更進一步的數據檢測時，師生場地依賴型風格不相符合的學生群在聽力及寫作的學習表現方面較師生場地依賴型風格相符合的學生群佳，並有顯著性相關；此外，其老師為場地依賴型的場地獨立型學生在閱讀的學習表現上較師生場地依頼型風格相符合的學生群佳，並有顯著性相關。訪談的結果發現，師生場地獨立型風格相符合的學生群能受惠於教師的教學，而師生場地依賴型風格相符合的學生群能夠在與教師的人際互動中受益。 最後，研究者根據研究發現提出數點建議。首先，對於師生認知風格的確認在教學上有其必要性。其次，教師的教學應力求多樣化，並且對於不同認知風格的學生能施予不同的教學法。再者，師資培育者應提供相關的教學訓練，幫助英語教師在教學上能依據學生不同的認知風格予以不同的教法。最後，本研究建議未來能有更多的研究探討場地獨立型或場地依賴型的師生在英語教學或學習中所扮演的角色，並提供更多更有建設性的貢獻。 / The present study aimed to investigate the relationship between student-teacher field-independence-dependence cognitive styles and students’ English performance in a Taiwanese junior high school. The purpose of this study was to explore: (a) different language tasks achieved successfully by students with different cognitive styles, (b) the teaching effectiveness of teachers with different cognitive styles, and (c) language performance under matching cognitive styles between students and teachers. Two hundred forty-two student participants and four teacher participants from a junior high school in Hsin-chu city were chosen in this study. The Hidden Figures Test (HFT) was conducted to measure the participants’ cognitive styles to be field independence (FI) or field dependence (FD). These 242 students took the General English Proficiency Tests (GEPT) with regard to listening, reading and writing. Interview was also given to both the student and teacher participants. The collected data were analyzed by descriptive statistics and Pearson product-moment correlations. The results show: (a) FI students performed better than FD students in the listening, reading and writing test, and there was a significant correlation between FI students and students’ English performance in the listening, reading and writing test; (b) students with FI teachers outperformed students with FD teachers in the listening, reading and writing test, but there was no significant correlation between teachers’ cognitive styles and students’ performance in the listening, reading and writing test; but when the data were re-tested between female groups and male groups, female students with FI teachers were found to perform better than those with FD teachers in the listening test, and there was a significant correlation between female with FI teachers and students’ performance in the listening test; (c) student-teacher FI/FD mismatch groups performed better than student-teacher FI/FD match groups in the listening, reading and writing test, but there was no significant correlation between student-teacher FI/FD mismatch groups and students English performance in the listening, reading and writing test; however, the further examination indicated that FD mismatch groups performed better than FD match groups in the listening and writing test, and there was a significant correlation between FD mismatch groups and students’ performance in the listening and writing test; and the further examination also revealed that FI students with FD teachers outperformed FD students with FD teachers in the reading test, and there was a significant correlation between FI students with FD teachers and students’ English performance in the reading test. The result of the interview revealed that FI match groups benefited from the teacher instruction while FD match groups benefited from the interpersonal aspect of the teachers. Pedagogically, the findings of the study suggested the necessity of the awareness of students’ and teachers’ cognitive styles; in addition, teachers were suggested to be cognitive-flexible, and teacher education programs were also advised to offer related language training to assist teachers in achieving cognitive flexibility. Further research should be conducted to understand to what extent field independence/dependence plays a role in how students learn and how teachers teach, hence providing more constructive insights for English language education.