Recent language testing research investigates factors other than language profi ciency that may be responsible for variance in language test performance. There is some evidence indicating field independence may be one variable responsible for introducing systematic error into language test scores. This paper reports research investigating the relationship between field independence and lan guage measures. Results indicate differential relationships of field indepen dence with cloze, dictation, and multiple-choice language tests. The relative strengths of these relationships also differ for native speakers in regular English classes, native speakers in remedial English classes, and nonnative speakers. Directions for further research are suggested.
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