Abstract This study explored whether learning outcomes were enhanced when learners’ cognitive styles matched listening instruction methods. The study was grounded in Aptitude-Treatment-Interaction (ATI) theory, which maintains that learners have particular strengths and that learning is enhanced when instruction matches these strengths. In previous research by the first author, two groups of learners had been taught, respectively, through strategy instruction, and an interactive approach combining instruction of strategies and bottom-up skills. The former method involves the use of more top-down, global processing, and the latter method places comparatively more emphasis on bottom-up, detail-oriented processing. In this current study, data from that research was reanalyzed to examine the interaction of cognitive style and instructional approach over time. This was done for two cognitive style dimensions, global vs analytic and the closely related field-dependent vs field-independent. Learner outcomes were examined on a number of dependent variables drawn from areas central to listener development, those of listening abilities, listening skills and strategies, and affective characteristics. The study found sufficient evidence to support the matching of either cognitive style dimension with the instruction methods. Implications for L2 listening instruction are discussed, together with some practical advice for teachers.

中文翻译：

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当二语学习者的认知风格与听力教学方法相匹配时，检验是否能提高学习成果

摘要 本研究探讨了当学习者的认知风格与听力教学方法相匹配时，学习成果是否得到提高。该研究以能力-治疗-互动 (ATI) 理论为基础，该理论认为学习者具有特殊的优势，当教学与这些优势相匹配时，学习就会得到增强。在第一作者之前的研究中，两组学习者分别通过策略教学和策略教学与自下而上技能相结合的互动方式进行了教学。前一种方法更多地使用自上而下的全局处理，而后一种方法则相对更强调自下而上、面向细节的处理。在目前的研究中，对该研究的数据进行了重新分析，以检查随着时间的推移认知风格和教学方法的相互作用。这是针对两个认知风格维度完成的，全局与分析以及密切相关的场依赖与场独立。学习者的结果是根据从听众发展核心领域、听力能力、听力技巧和策略以及情感特征等方面得出的许多因变量进行的。该研究发现了足够的证据来支持任一认知风格维度与教学方法的匹配。讨论了对 L2 听力教学的影响，以及对教师的一些实用建议。学习者的结果是根据从听众发展核心领域、听力能力、听力技巧和策略以及情感特征等方面得出的许多因变量进行的。该研究发现了足够的证据来支持任一认知风格维度与教学方法的匹配。讨论了对 L2 听力教学的影响，以及对教师的一些实用建议。学习者的结果是根据从听众发展核心领域、听力能力、听力技巧和策略以及情感特征等方面得出的许多因变量进行的。该研究发现了足够的证据来支持任一认知风格维度与教学方法的匹配。讨论了对 L2 听力教学的影响，以及对教师的一些实用建议。