| Abstract | 第1-6页 |
| Acknowledgements | 第6-7页 |
| 1 Introduction | 第7-10页 |
| ·Background | 第7-8页 |
| ·Research Questions | 第8-10页 |
| 2 Theoretical Basis for the Research | 第10-32页 |
| ·Cognitive Theory of Learning | 第10-16页 |
| ·Nature of Human Memory | 第10-11页 |
| ·The Information-processing Approach | 第11页 |
| ·Human Processing Capacity | 第11-12页 |
| ·Controlled and Automatic Process | 第12-13页 |
| ·Organization of Knowledge | 第13页 |
| ·Components of Learning | 第13-16页 |
| ·Cognitive Styles | 第16-17页 |
| ·Reflectivity vs. Impulsivity | 第16页 |
| ·Field dependence vs. independence | 第16-17页 |
| ·Convergent thinking vs. Divergent thinking | 第17页 |
| ·Learning Style Models | 第17-22页 |
| ·Knowles’ Model of Learning Styles | 第18页 |
| ·Oxford and Anderson’s Model of learning Styles | 第18-20页 |
| ·Curry’s Onion Model | 第20-22页 |
| ·Implications | 第22页 |
| ·Previous Researches into Learning Styles at Home and Abroad | 第22-24页 |
| ·Researches into Learning Styles in China | 第23页 |
| ·Researches into Learning Styles Abroad | 第23-24页 |
| ·Some Discussions on Learning Styles and Cognitive Styles | 第24-32页 |
| ·Learning Style and Learning Strategy | 第24页 |
| ·Learning style and teaching style: Matching or Mismatching | 第24-25页 |
| ·Learning styles: Nature and Nurture | 第25-27页 |
| ·Cognitive Style and Language Teaching | 第27-28页 |
| ·Toward a Synthesis: Relevance of Learning Style Theory to EFL learning | 第28-29页 |
| ·Limitation: Criticism of Learning Style Research | 第29-32页 |
| 3 Diagnosing Learning Styles of Senior High School Students | 第32-39页 |
| ·Research Design for the Study | 第32-34页 |
| ·Purpose and Objectives | 第32页 |
| ·Approach and Procedure | 第32-34页 |
| ·Results, Analysis and Discussion | 第34-39页 |
| 4 Teachers’Strategies in the Senior High School EFL Classroom | 第39-50页 |
| ·Create ESL Courses That Incorporate Style and Strategy Training | 第39-41页 |
| ·Some Suggestions Given on How to Apply Learning Styles’ Information to the Senior High School EFL Classrooms | 第41-50页 |
| ·Increasing Student and Teacher Awareness of Learning-Style Preferences | 第42页 |
| ·Diagnosing the Students’learning Styles | 第42页 |
| ·Developing Self-aware EFL Learners | 第42-44页 |
| ·Altering the Teaching Style to Create Teacher-student Style Matching | 第42-43页 |
| ·Teaching Strategies for Different Learning Styles | 第43-44页 |
| ·Prompting the Development of Flexibility | 第44-45页 |
| ·Building up an Appropriate Teacher-learner Relationship | 第45页 |
| ·Enlightenment of Cognitive Style on Foreign Language Teaching | 第45-46页 |
| ·Multiple Approaches to Foreign Language Education | 第46-50页 |
| ·Expanding Student Learning Style through Poetry | 第47-49页 |
| ·Using CAI to help English learning | 第49-50页 |
| 5 Conclusions | 第50-52页 |
| ·Findings | 第50页 |
| ·Limitation | 第50-51页 |
| ·Reflection and Advice on the Studies of Individual Differences | 第51页 |
| ·Possibility for Future Research | 第51-52页 |
| 摘要 | 第52-53页 |
| REFERENCES | 第53-58页 |
| APPENDIX | 第58-62页 |
