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Sixty undergraduate English translation majors participated and were grouped by preferred cognitive style. Four instruments measured vocabulary performance: a 1000-frequency word-level test, passive and productive Vocabulary Levels Tests, and the Group Embedded Figures Test. Results showed the field-independent group outperformed the field-dependent group in both passive and productive vocabulary.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/vocabulary-breadth-and-field-dependenceindependence-cognitive-styles-research-study/589667/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/vocabulary-breadth-and-field-dependenceindependence-cognitive-styles-research-study/589667.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the research?","Question",{"text":112,"@type":113},"The research investigates how cognitive styles of field dependency/independency relate to students’ vocabulary breadth, especially passive versus active knowledge of L2 words.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants selected and grouped?",{"text":117,"@type":113},"Sixty undergraduate students majoring in English translation were selected and divided into two groups based on their preferred cognitive styles of field dependency/independency.",{"name":119,"@type":110,"acceptedAnswer":120},"What testing methods were used to measure vocabulary knowledge?",{"text":121,"@type":113},"Participants completed four tests: the 1000 frequency Word-Level Test, the passive version of the Vocabulary Levels Test, the productive version of the Vocabulary Levels Test, and the Group Embedded Figures Test.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589667,1792190267,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Vocabulary Breadth and Field Dependence/Independence  \nCognitive Styles  \nNassim Golaghaei  \n(Roudehen Branch, Islamic Azad University, Roudehen, Iran)  \ndoi:10.7575/aiac.alls.v.2n.2p.156  \nAbstract  \nThis article is primarily bidirectional in that it is concerned with two cognitive styles of fielddependency/independency on the one hand and breadth of vocabulary knowledge on the other hand. In other words, the present research primarily intends to investigate the nature of the students' vocabulary knowledge in the field of passive and active knowledge of L2 words as a whole with regard to their preferred cognitive style of fiel~~d~~-dependency/independency. A group of 60 undergraduate students majoring in the field of English translation was selected. They were then divided into two groups on the basis of their preferred cognitive styles of field-dependency/independency. Four types of tests, the 1000 frequency Word-Level Test, the passive version of the Vocabulary Levels Test, the productive version of the Vocabulary Levels Test, and the Group Imbedded Figures Test were administered to the participants. The conclusion drawn after the analysis of the data was that the participants in the fieldindependent group outperformed their field-dependent counterparts regarding both passive and productive vocabulary levels. Finally, the findings of this piece of research could be interpreted as being supportive of the idea that the cognitive styles of fielddependency/independency could be considered as an effective factor influencing the learners'vocabulary learning.  \nIntroduction  \nAmong different components of language, vocabulary stands out as the most significant yet the most neglected one. One of the main reasons for English to be the lingua franca of today's world is that English possesses the most comprehensive stock of vocabulary among different languages of today. Only recently have researchers come to understand the relative importance of vocabulary acquisition in the field of language learning. Some of the recent investigations that shed light upon different aspects of vocabulary acquisition include Huckin, Haynes, and Coady (1993), Harley (1995), Hatch and Brown (1995), Coady and Huckin  \n(1997), Schmitt and McCarthy (1997), Atkins (1998), Wesche and Paribakht (1999), Read (2000), Schmitt (2000), Nation (2001), and Wesche and Paribakht (2010).They all provide some discussions expatiating upon the importance of vocabulary learning and teaching.  \nHowever, in recent years there has been an increasing awareness of the necessity in second language research and teaching to examine cognitive aspects that have undeniable effects on language learning and teaching. It is worth mentioning that if we were to devise theories of second language acquisition and teaching methods which were only based on effective considerations, we would be omitting the most fundamental side of human cognition as cognitive considerations.  \nTherefore, the general idea of this research is bi-dimensional in the whole sense, in that it aims to provide a digest of recent research on the relationship between vocabulary acquisition and cognitive styles of field-dependency/independency and to pinpoint areas that need further exploration. It is argued that despite the impressive amount of recent research on vocabulary acquisition, a cognitive-based perspective that is presented here is needed to evaluate the existing research in a larger framework and to point to novel areas for further efforts.  \nReview of the Related Literature  \nAny investigation regarding vocabulary acquisition and lexical knowledge encompasses an understanding of the fundamental concepts of semantic, lexicon, lexical knowledge, and vocabulary. Evidently, such a scrutiny could be helpful in finding tools and procedures to measure vocabulary knowledge.  \nHatch and Brown (1995) defined semantics as the investigation of meaning and the systematic ways those meanings are expressed in language. Acco","cbCaifWo8QldfInc","https://ap.wps.com/l/cbCaifWo8QldfInc","pdf",243688,15,"English","# Abstract\n# Introduction\n# Review of the Related Literature","[{\"question\":\"What is the main purpose of the research?\",\"answer\":\"The research investigates how cognitive styles of field dependency/independency relate to students’ vocabulary breadth, especially passive versus active knowledge of L2 words.\"},{\"question\":\"How were participants selected and grouped?\",\"answer\":\"Sixty undergraduate students majoring in English translation were selected and divided into two groups based on their preferred cognitive styles of field dependency/independency.\"},{\"question\":\"What testing methods were used to measure vocabulary knowledge?\",\"answer\":\"Participants completed four tests: the 1000 frequency Word-Level Test, the passive version of the Vocabulary Levels Test, the productive version of the Vocabulary Levels Test, and the Group Embedded Figures Test.\"}]","Vocabulary Breadth and Field Dependence/Independence - Cognitive Styles Research Study | PDF",1792067882,38]