| Abstract | 第6页 |
| 中文摘要 | 第7-8页 |
| List of Tables | 第8-9页 |
| Chapter One Introduction | 第9-15页 |
| 1.1. Background of the Present Study | 第9-12页 |
| 1.2. Purposes and Significance of Study | 第12-15页 |
| Chapter Two Literature review | 第15-29页 |
| 2.1. Definition of learning style | 第15-18页 |
| 2.2. Features of learning style | 第18-19页 |
| 2.3. Studies of Learning Style in China | 第19-20页 |
| 2.4. Definitions of Learning Strategies | 第20-21页 |
| 2.5 Classifications of Language Learning Strategy | 第21-25页 |
| 2.6 Related Research on Learning Strategies | 第25-26页 |
| 2.7 Definition of Reading and Reading Comprehension | 第26-29页 |
| Chapter Three Theoretical Framework | 第29-39页 |
| 3.1 Oxford and Anderson’s Model of learning Styles | 第29-32页 |
| 3.2 Studies of Relationship between Learning Style and Learning Strategy | 第32-34页 |
| 3.3 Studies of Relationship between Learning Style and Reading Proficiency | 第34-36页 |
| 3.4 Studies of Relationship between Learning Strategies and Learners’ Achievement | 第36页 |
| 3.5 Strategies of Successful EFL Learners and Readers | 第36-37页 |
| 3.6 Summary of the Former Researches | 第37-39页 |
| Chapter Four Research Methods | 第39-56页 |
| 4.1. Questionnaire | 第39-47页 |
| 4.1.1. Participants | 第39-40页 |
| 4.1.2. Instruments | 第40-41页 |
| 4.1.2.1. Style Analysis Survey (SAS) | 第40-41页 |
| 4.1.2.2. Reading Proficiency Test | 第41页 |
| 4.1.3. Procedure | 第41-42页 |
| 4.1.4. Data Analysis and Discussion | 第42-47页 |
| 4.1.4.1. Learning style preferences of non-English major students | 第42-45页 |
| 4.1.4.2. The statistical description of relationship between learning styles and reading proficiency | 第45-47页 |
| 4.2. The Think-aloud Protocol | 第47-56页 |
| 4.2.1. Participants | 第48-49页 |
| 4.2.2. Instrument | 第49页 |
| 4.2.3. Procedure | 第49-50页 |
| 4.2.4. Data Analysis and Discussion | 第50-56页 |
| Chapter Five Suggestions and Implications | 第56-61页 |
| 5.1. Suggestions for English Teaching for Non-English Major Students | 第56-58页 |
| 5.1.1. Monitoring students’ learning styles and learning strategy use | 第56页 |
| 5.1.2. Widening students’ learning styles and learning strategies | 第56-57页 |
| 5.1.3. Further improving students’ use of metacognitive, social, compensation and cognitive strategies | 第57页 |
| 5.1.4. Strengthening normal university students’ understanding of learning styles and implementing “learning strategy instruction” pedagogical training | 第57-58页 |
| 5.2. Implications | 第58-61页 |
| References | 第61-65页 |
| Appendix Ⅰ: Questionnaire | 第65-71页 |
| Appendix Ⅱ: Chinese Version of Style Analysis Survey (SAS) | 第71-77页 |
| Appendix Ⅲ:Think-aloud Material | 第77-78页 |
| Appendix IV: Scripts of Think-aloud Protocol | 第78-84页 |
