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Terry Musser (1997) has altogether listed 18 findings on hypothesis of FDI application in second language learning and teaching in his paper. Among them some are quite closely relate to second language learning. For instance, field dependents had more difficulties in abstracting relevant information from instruction supporting more difficult learning tasks, and field independents were more efficient at taking notes in outline format than field dependents, which improves their performance over field dependents.
Up to now we can find that research on FD/FI is quite complicated and fragmented, and this situation comes from the fact that we lack a unanimous understanding of FD/FI. Since FD/FI is a kind of learning style, we'd better have look at the most related concepts of FD/FI: learning styles and cognitive styles in the next part in order to grasp the nature of FD/FI.