声明
Acknowledgements
1 Introduction
1.1 Background
1.2 Research Questions
2 Theoretical Basis for the Research
2.1 Cognitive Theory of Learning
2.1.1 Nature of Human Memory
2.1.2 The Information-processing Approach
2.1.3 Human Processing Capacity
2.1.4 Controlled and Automatic Processing
2.1.5 Organization of Knowledge
2.1.6 Components of Learning
2.2 Cognitive Styles
2.2.1 Reflectivity vs. Impulsivity
2.2.2 Field dependence vs. independence
2.2.3 Convergent thinking vs. Divergent thinking
2.3 Learning Styles Models
2.3.1 Knowles' Model of Learning Style
2.3.2 Oxford and Anderson's Model of learning Styles
2.3.3 Curry's Onion Model
2.3.4 Implications
2.4 Previous Researches into Learning Styles at Home and Abroad
2.4.1 Researches into Learning Styles in China
2.4.2 Researches into Learning Styles Abroad
2.5 Some Discussions on Learning Styles and Cognitive Styles
2.5.1 Learning Style and Learning Strategy
2.5.2 Learning style and teaching style: Matching or Mismatching
2.5.3 Learning styles: Nature and Nurture
2.5.4 Cognitive Style and Language Teaching
2.5.5Towards a Synthesis: Relevance of Learning Style Theory to EFL Learning
2.5.6 Limitation: Criticism of Learning Style Research
3 Diagnosing Learning Styles of Senior High School Students
3.1 Research Design for the Study
3.1.1 Purposes and Objectives
3.1.2 Approach and Procedure
3.2 Results, Analysis and Discussion
4 Teachers' Strategies in the Senior High School EFL Classroom
4.1 Create ESL Coures That Incorporat Style and Strategy Training
4.2 Some Suggestions Given on How to Apply Learning Styles' Information to the Senior High School EFL Classrooms
4.2.1 Increasing Student and Teacher Awareness of Learning-Style Preferences
4.2.2 Diagnosing the Students' learning Styles
4.2.3 Developing Self-awareness EFL Learners
4.2.4 Prompting the Development of Flexibility
4.2.5 Building up an Appropriate Teacher-learner Relationship
4.2.6 Enlightenment of Cognitive Style on Foreign Language Teaching
4.2.7 Multiple Approaches to Foreign Language Education
5 Conclusions
5.1 Findings
5.2 Limitation
5.3 Reflection and Advice on the Studies of Individual Different
5.4 Possibility for Future Research
摘要
REFERENCES
APPENDIX