The purposes of this study were (1) to determine if the culture of the student's first language was a significant variable in field-dependent-independent cognitive learning style, and (2) if a student's second language achievement has a significant relationship to variables of grade level, sex, time in an English as a second language (ESL) program, second language proficiency level or cognitive learning style. It was hypothesized that (1) there are significant positive correlations between field-independence and the variables of achievement, proficiency level, and grade level, (2) there are significant positive correlations between second language achievement and proficiency level, grade level and time in an ESL program, (3) there are no significant differences in field-dependence between the sexes or the four cultures of Laotian, Spanish, Tongan, and Vietnamese, and (4) there is no significant difference in the mean achievement score between the sexes.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc332304 |
| Date | 08 1900 |
| Creators | Ballard, Lynda Dyer |
| Contributors | Cross, Charles Jack, Anderson, Gary Weldon, Williamson, John A., Westbrook, Douglas Calvin |
| Publisher | North Texas State University |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | viii, 185 leaves : ill., Text |
| Coverage | United States - Texas |
| Rights | Public, Ballard, Lynda Dyer, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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