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学习者认知风格,尤其场独立/场依靠的认知风格对二语习得的影响越来越受到国内外研究者的关注。然而,少有研究者关注教师的场独立/场依靠的认知风格在任务型口语教学中的影响。本文采用叙事研究的方式,通过对两位具有不同场依靠/场独立认知风格的老师进行教学跟踪采访,分析他们课后的讲述,探究不同场独立/场依靠的教师在英语口语教学的任务设计和实施上存在一定的区别,并对教学有相应的影响。
The cognitive style of learners, especially the cognitive style based on field independence / field, has drawn more and more attention from researchers both at home and abroad. However, few researchers pay attention to the influence of teachers’ independent cognition style on task-based oral teaching. This article adopts the way of narrative research to track and interview two teachers who have different fields depending on the field of independent cognitive style, analyze their after-class narration, and explore the different fields of independent / field teachers rely on oral English teaching tasks There are some differences in the design and implementation, and have a corresponding impact on teaching.