1

.
.


. ,
,

, , .

.

.
, .

.
() ,
, .

.
, ,
.
, , ;
( ).

, ,

.


.
.
. ,
1

, . (.) (2008). .
: . . 4552.

Page 1 of 5

 , .
, .

. , ,
.

(Witkin et al., 1971, Witkin et al., 1977).


. : ,
. . .
,, .
. .

- . , ,

.
/
(Sternberg,
1997).

.
(Index of Learning Styles Questionnaire) 1997.
http://www.engr.ncsu.edu/learningstyles/ilsweb.htlm.
/

(. Kirby, 1988).
,
. ,
, .
,

.

.
, ,
. ,

(Oxford & Ehrman, 1993; Felder & Henriques, 1995).
:
Page 2 of 5

1) ,
2) ,
3)
4) .
(Ad 1)
,
.

. ,

. , ,
, ,
.
.
,
.

,
.
(
, .).
( ) .

, , ,
.
(Ad 2) ()
.
(. Myers & McCaulley, 1985).
,
.
. ,
, , .
,
, .
(Ad 3)
. ,
,
.


. ,
,
.
(Ad 4) , ,
., .
, , (
), ( ).
Page 3 of 5


.
( , )
.

? ( . Kolb, 1984).
( )
?


(cf. Mayer, 2005)? .
, ,

( ,
).

Felder, R.. & Henriques, E.R. (1995). Learning and teaching styles in foreign and second
language education. Foreign Language Annals, 28, 21-31.
Kirby, J.R. (1988). Style, strategy and skill in reading. : Schmeck, RR.(ed) Learning
strategies and learning styles. New York: Plenum Press, 53-82
Kolb, D.A. (1984). Experiental learning: Experience as the the source of learning and
development. N.J.: Prentice-Hall.
Mayer, R.E. (2005). The Cambridge handbook of multimedia learning. Cambridge:
Cambridge University Press.
Myers, I. & McCaulley, M. (1985). Manual: A guide to the development and use of the
Myers-Briggs Type Indicator. Palo Alto: Consulting Psychologists Press.
Oxford, R.L. & Ehrman, .. (1993). Second language research on individual differences.
Annual Review of Applied Linguistics 13, 188-205.
Sternberg, R.J. (1997). Thinking styles. Cambridge: Cambridge University Press.
Witkin, H.A., Oltman, P.T., Raskin, E. & Karp, S.A. (1971). Group embedded figures test
manual. Palo Alto: Consulting Psychologists Press.
Witkin, H.A., Moore, C.A., Goodenough, D.R. & Cox, P.W. (1977). Field-dependent and
field-independent cognitive styles and their educational research. Review of Educational
Research, 47 (1), 1-64.

Page 4 of 5

The role of cognitive styles in foreign language learning

Ljubomir iropadja
ABSTRACT. The characteristic style or way in which cognitive tasks are approached or
handled are termed the individual's cognitive style. Several dimensions of cognitive styles
have been identified along which individuals can be shown to differ. When mismatches
happen between the cognitive styles of students and the instructor's teaching style, students'
achievement and their attitude toward subject may undergo undesirable influences. This
paper defines several dimensions of cognitive styles, mostly relevant to second language
learning. Paper suggests steps to meet the cognitive needs of most (if not all) students in
foreign language learning.

Page 5 of 5