Skip Navigation

Applied Linguistics 2001 22(2):241-265; doi:10.1093/applin/22.2.241
© 2001 by Oxford University Press
This Article
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in ISI Web of Science
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrow Search for citing articles in:
ISI Web of Science (2)
Right arrowRequest Permissions
Google Scholar
Right arrow Articles by Littlemore, J
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

An empirical study of the relationship between cognitive style and the use of communication strategy

J Littlemore

English for International Students Unit, University of Birmingham, Edgbaston, Birmingham B30 1NY, UK E-mail: littlejm@hhs.bham.ac.uk

Researchers into the use of communication strategies by second language learners are increasingly interested in relating their taxonomies to psychological processes. This article describes a study which does this by relating different communication strategy preferences to the holistic/analytic cognitive style dimension. Holistic students were found to use more communication strategies that were based on comparison, and analytic students were found to use more strategies that involved focusing on individual features of the target item. The statistical significance of these findings suggests that individual differences in patterns of communication strategy usage can be attributed, at least in part, to cognitive style.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?


This article has been cited by other articles:


Home page
 Applied LinguisticsHome page
J. Littlemore and G. Low
Metaphoric Competence, Second Language Learning, and Communicative Language Ability
Applied Linguistics, June 1, 2006; 27(2): 268 - 294.
[Abstract] [Full Text] [PDF]


Disclaimer: Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.