| Abstract | 第4-5页 |
| 摘要 | 第6-9页 |
| Chapter One Introduction | 第9-12页 |
| 1.1 Background of research | 第9-10页 |
| 1.2 Purposes and significance of the study | 第10-11页 |
| 1.3 Structure of this thesis | 第11-12页 |
| Chapter Two Literature Review | 第12-26页 |
| 2.1 Definition of learning styles | 第12-14页 |
| 2.1.1 Clarification of some terminology | 第12-13页 |
| 2.1.2 Defining learning styles | 第13-14页 |
| 2.2 Classification of learning style | 第14-16页 |
| 2.2.1 Reid’s classification: | 第14-15页 |
| 2.2.2 Myers-Briggs temperament learning styles (1985) | 第15-16页 |
| 2.3 Empirical research on perceptual learning styles | 第16-19页 |
| 2.4 Differences in perceptual learning style between high proficiency level and low proficiency level students | 第19-22页 |
| 2.5 Effects of gender and academic major on students’ perceptual learning style | 第22-26页 |
| Chapter Three Research Methodology | 第26-30页 |
| 3.1 Research questions of the present study | 第26页 |
| 3.2 Subjects | 第26-27页 |
| 3.3 Instruments | 第27-28页 |
| 3.3.1 Questionnaire | 第27-28页 |
| 3.3.2 English proficiency test | 第28页 |
| 3.3.3 Semi-structured interview | 第28页 |
| 3.4 Procedures | 第28-29页 |
| 3.5 Data analysis | 第29-30页 |
| Chapter Four Results and Discussion | 第30-40页 |
| 4.1 Research question 1: What is the tendency of students’ perceptual learning style in asenior high school? | 第30-33页 |
| 4.2 Research Question 2: Are there any significant differences in perceptual learning stylebetween male and female students? | 第33-36页 |
| 4.3 Research question 3: Do art students and science students differ significantly inperceptual learning style? | 第36-38页 |
| 4.4 Research question 4: Are there any significant differences in perceptual learning style between high proficiency level and low proficiency level students? | 第38-40页 |
| Chapter Five Conclusion and Implications | 第40-46页 |
| 5.1 Major findings of this study | 第40-41页 |
| 5.2 Implications for English teaching and learning in senior high schools | 第41-44页 |
| 5.2.1 Developing learners’ awareness of learning styles | 第41-42页 |
| 5.2.2 Matching teaching styles with learning styles in classroom | 第42页 |
| 5.2.3 Extending students’ learning style | 第42-43页 |
| 5.2.4 Balancing instructional methods | 第43-44页 |
| 5.2.5 Employing computer-assisted instruction | 第44页 |
| 5.3 Limitations and recommendations for future research | 第44-46页 |
| References | 第46-52页 |
| Appendix | 第52-55页 |
| Acknowledgements | 第55页 |
