Relación entre estilo de aprendizaje independiente/dependiente de campo y comprensión de lectura

Abstract

Research in second language acquisition suggests that individual differences influence the way in which learners acquire a second language. The cognitive construct of Field independence/dependence has not been the exception although results that have involved the study of this construct have not been definite. This study attempts to establish a relationship between field independence/dependence and reading comprehension performance in learners with similar linguistic knowledge. The study involved learners from the Foreign Language Centre at the National Autonomous University of Mexico (CELE/ UNAM) and learners from the Language Centre at the University of Chapingo. Results demonstrate that controversy about the influence of this construct; still prevails.