The Relationship Between Learning Styles of Field-Dependence/Independence & Integrative/Discrete Point Methods of Grammar Teaching

Abstract

This study is designed to investigate any possible differences in students’ learning of grammar by two teaching methods of discrete-point and integrative teaching on one hand and the relationship between learning styles of field dependence/independence and these methods on the other hand. After administering a proficiency test, 25 students with the mean score and one standard deviation below and above the mean were selected to take part in the GEFT (Group embedded figures test) to be identified based on their degree of field dependence & independence. Then, two groups each containing10 participants with both learning styles (each class contained 5 FD and 5 FI) took part in the experiment. The first group was taught some selected grammatical points with the discrete-point method and the second group with the integrative method. After the treatment, the participants’ grammar knowledge was assessed by a grammar test containing 50 items and analyzed for the possible effect of the styles on learning and the probable superiority of one grammar teaching method over the other. The results of analysis indicated that integrative grammar teaching led to better learning of grammar in comparison with the discrete-point method. Furthermore, FD learners took more advantage of an integrative method while the FIs benefited better from the discrete-point approach. The findings of this study has implications for teachers suggesting them to take into consideration individual differences to apply the best teaching methods appropriate for different learners.