This paper chooses Japanese language learners of primary and intermediate levels as research objects. At the beginning, Embedded Figures Test (EFT) designed by Beijing Normal University was used to assess 89 Japanese language learners. Then 30 subjects were chosen as ifeld-independent learners and 30 as ifeld-dependent learners. The 60 learners were required to take part in the listening comprehension test of the International Japanese Language Proifciency Examination (level 3). The test consists of questions with and without hints and clues. Independent sample t test was applied to analyze the results. The results are as follows: (1) The score difference caused by different cognitive styles is significant. The scores of field dependent learners are much higher than ifeld independent learners. (2) In the test with hints (words or pictures) and without hints, the results show that the performance difference of different cognitive styles reaches a signiifcant level with the field dependent group scoring higher than the field independent group. Thus, we put forward the following teaching suggestions: As to the listening comprehension practices of Japanese language learners of primary and intermediate levels, it is necessary to enhance learners’ attention and memory training, to teach learners in accordance with their aptitude and consciously direct the learners to use matching strategy and dislocation mismatch strategy.%本文以日语初中级水平的学习者为研究对象，首先为89名学习者实施北京师范大学编制的镶嵌图形测验，从中筛选场独立型组和场依存型组各30名作为被试，其次为以上60名被试实施相当于国际日本语能力考试三级水平的听力测试，听力测试题内包括有线索提示和无任何线索提示的题型，统计采用独立样本t检验。研究结果如下：（1）场独立/场依存认知风格在听力理解中成绩差异显著，场依存型组的听力成绩明显高于场独立型组的成绩；（2）有文字（或图片）提示和无任何提示的听力理解完成情况中，不同类型认知风格被试的成绩差异明显，场依存型组的听力成绩均高于场独立型组的成绩。由此，提出了对教学的启示：在针对日语初中级水平者的听力理解训练中，有必要强化学习者的注意力训练，加强记忆力训练以及因材施教，有意识地指导学习者采用匹配策略和错位失配策略。
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