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This study investigates the hypothesis that a more field-dependent cognitive style may be adaptive for certain components of second language proficiency. Native English speakers (n = 28) or students of English as a second language (ESL; n = 29) completed measures of language proficiency (formal and communicative) and field dependence-independence (FDI). Native English speakers performed better than ESL students on language measures, but not on FDI measures. As predicted, measures of FDI correlated negatively with measures of communicative production in the ESL group: A more fielddependent style was associated with better performance on second language communicative measures. FDI scores were not related to native English speakers' language. Results support a bipolar cognitive-style conception of FDI. Theoretical models of the FDI construct are discussed.

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