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Not only being a linguistic device to add color to texts, metaphor is an important feature of our thinking and education (Jensen, 2006). In the same line, Kövecses (2002) believes in the important role of metaphor in human thought, understanding, and making our social, cultural, and psychological reality. Yet on a closer look, L2 pedagogy has piqued L2 educators’ interest in understanding of L2 learner differences. One is the attempt to match the kind of instructional activities to L2 learners’ preferred styles. This study is an attempt to investigate the role of cognitive style of field (in) dependence (FI/FD) on L2 learners’ performance in recognition, text-based true-false, and text-based scriptally implicit tests of metaphor. For the purpose of this study, 80 senior undergraduate university students majoring in English Translation were selected from among 110 students through a 50-item Nelson English Language Proficiency Test adopted from Fowler and Norman Coe (1978) with reasonable measures of validity and reliability. Then, the cognitive style of FI/FD and metaphorical performance were assessed, respectively. As for the former, GEFT developed by Witkin, Raskin, Oltman, and Karp (1971) was run. Regarding the latter, refined through conducting factor analysis, the tests of metaphor were run. After running a one-way multivariate analysis of variance (MANOVA), the data revealed a significant difference between the cognitive style of FI/FD on all kinds of metaphor tests. The study could have some implications for L2 research and pedagogy that will be discussed throughout the paper

On the Cognitive Style of Field (In)dependence as a Predicator of L2 Learners’ Performance in Recognition and Text-based Tests of Metaphor