Field-dependence/independence as a Factor Affecting Performance on Listening Comprehension Sub-skills: the Case of Iranian EFL Learners

The purpose of this study was to determine if field-dependence/ independence (FD) cognitive style was related to the performance of Iranian EFL learners on listening comprehension sub-skills. More specifically, the study attempted to focus on three listening comprehension sub-skills, namely listening for main idea, listening for specifics, and making inference. The choice of these sub-skills was based on Weir' (1993) taxonomy. The study also tried to investigate the effect of FD on listening comprehension in general. In the first stage of the study eighty freshmen students majoring in English literature in Isfahan University took the First Certificate of English (FCE) test, the listening section. A homogenized group of fifty two students were selected as the sample group for the study. To determine the degree of FD, the Group Embedded Figures Test (GEFT) was run and based on the results of this test the subjects were divided into two groups, FD and FI. The results of the t-tests showed that there was no difference in the performance of FD and FI students on general listening comprehension; furthermore, no difference was observed in the performance of the two groups, FD vs. FI, considering the listening comprehension sub-skills which were the focus of this study.