References
[1]. Abraham, R. G. (1983). Relationship between the use
of the strategy of monitoring and the cognitive style.
Studies in second language acquisition. 6, 17-32.
[2]. Aitken, K. G. (1977). Using cloze procedure as an
overall language proficiency test. TESOL Quarterly. 11, 59-67.
[3]. Alderson, J. C. (1991). Language testing in the 1990s:
How far have we come? How much further do we have to
go? In Anivan, 1991.
[4]. Alptekin, C., & Atakan, S. (1990). Field dependenceindependence
and hemisphericity as variables in L 2
achievement. Second language research. 6 (2), 135-
149.
[5]. Anderson, N. J. (1991). Individual differences in
strategy use in second language reading and testing.
Modern language journal. 75, 460-472.
[6]. Anivan, S. (Ed.). (1991). Current developments in
language testing. Singapore: SEAMEO Regional
Language Center.
[7]. Bachman, L. F. (1990). Fundamental considerations in
language testing. Oxford: Oxford University Press.
[8]. Bacon, S. M. (1992). The relationship between gender,
comprehension, processing strategies, and cognitive and
affective response in foreign language listening. Modern
language journal. 76, 160-178.
[9]. Bialystok, E. (1990a). Communication strategies.
Cambridge, MA: Basil Blackwell.
[10]. Bialystok, E. (1978a). Language skills and the learner:
the classroom perspective. In Charles H. Blatchford and
Jacquelin Schachter (Eds.). On TESOL '78. 224-231.
Washington, D.C.:TESOL.
[11]. Bialystok, E., & Fröhlich, M. (1978). Variables of
classroom achievement in second language learning.
Modern language journal. 62(7), 327-336.
[12]. Brown, J. D. (1987). Principles and practices in
second language teaching and learning. Rowley, Mass.:
Prentice Hall.
[13]. Carter, E. F. (1988). The relationship of fielddependent/independent cognitive style to Spanish
language achievement and proficiency: a preliminary
report. Modern language journal. 72, 21-30.
[14]. Chapelle, C. (1992). Disembedding "disembedded
figures in the landscape ...": An appraisal of Griffiths and
Sheen's "reappraisal of L research on field dependence- 2
independence." Applied linguistics. 13, 375-384.
[15]. Chapelle, C., & Abraham, R. G. (1990). Cloze
method: What difference does it make? Language
testing. 7, 121-146.
[16]. Chapelle, C., & Green, P. (1992). Field
dependence/independence in second language
acquisition research. Language learning. 42, 47-83.
[17]. Chapelle, C., & Roberts, C. (1986). Ambiguity
tolerance and field independence as predictors of
proficiency in English as a second language. Language
learning. 36, 27-45.
[18]. Dulay, H., Burt, M., & Krashen, S. D., (1982). Language
two. Oxford: Oxford University Press.
[19]. Ehrlichman, H. (1977). Field-dependenceindependence
and lateral eye-movements following
verbal and spatial questions. Perceptual and motor skills.
53, 935-944.
[20]. Ehrman, M. 1990. The role of personality type in adult
language learning: An ongoing investigation. In Parry and
Stanfield, 1990.
[21]. Ehrman, M., & Oxford, R. (1990). Adult language
learning styles and strategies in an intensive training
setting. Modern language journal. 74, 311-327.
[22]. Farhady, H. (1982). Measures of language
proficiency from the learner's perspective. TESOL Quarterly. 16, 43-59.
[23]. Genesee, F. and Hamayan, E. (1980). Individual
differences in second language learning. Applied
psycholinguistics. 1, 95-110.
[24]. Griffiths, R., & Sheen, R. (1992). Disembedded figures
in the landscape: A reappraisal of L2 research on field
dependence-independence. Applied linguistics. 13,
133-148.
[25]. Hansen, L. (1984). Field dependenceindependence
and language testing: evidence from six
Pacific island cultures. TESOL Quarterly. 18, 311-24.
[26]. Hansen, J. & Stanfield, C. (1981). The relationship of
field dependent-independent cognitive style to foreign
language achievement. Language learning. 31, 349-
367.
[27]. Hansen-Strain, L. (1984). Field dependenceindependence
and language testing: evidence from six
Pacific island cultures. TESOL Quarterly. 18, 311-324.
[28]. Higgs, T. V., & Clifford, R. T. (1982). The push toward
communication. In Higgs, 1982a.: 57-79.
[29]. Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.
[30]. Naiman, N., Fröhlich, M., Todesco, A., & Stern, H. H.
(1978). The good language learner. Research in
Education Series7. Toronto: Ontario Institute for Studies in
Education.
[31]. Oltman, P. k., Raskin, E., & Witkin, H. A. (1971). Group
Embedded Figures Test. Palo Alto, California: Consulting
Psychologists Press.
[32]. Stanfield, C. (1981). Dictation as a measure of
Spanish language proficiency. International review of
applied linguistics. 69, 121-128.
[33]. Trayer, M. (1991). Learning style differences: Gifted vs.
regular language students. Foreign language annals. 24,
419-425.
[34]. Witkin, H. A., & Goodenough, D. R. (1981). Cognitive
styles: Essence and origins. New York: International
University Press.
[35]. Young, D. J. (1991). Creating a low-anxiety classroom
environment: What does language anxiety research
suggest? Modern language journal. 75, 426-439.
