This study aims to seek possible relationship between French proficiency as a second language and cognitive style. Study consists of 258 eight grade students; 89 were boys and 166 were girls. Cognitive style was assesses by Group Embedded Figures Test. French achievement was assessed by the French Proficiency Test which is employed by Louisiana State Department of Education and is a standard test. The proficiency test consists of four sections; reading, listening, speaking and writing. Significant correlations were obtained among cognitive style scores and reading and listening scores. Moreover, field dependent and field independent students performed significantly different on the reading and listening sections of the test. The field independent students outperformed their field dependent counterparts. In terms of gender differences, boys and girls performed the same on all four sections of the French test.
Second language, cognitive style, academic achievement