| Table of Contents | 第1-6页 |
| List of Tables | 第6-7页 |
| List of Figures | 第7-8页 |
| Abstract | 第8-10页 |
| 中文摘要 | 第10-12页 |
| Chapter Ⅰ Introduction | 第12-16页 |
| ·Background of the Study | 第12-14页 |
| ·Significance of the Study | 第14-15页 |
| ·Purpose of the Research and the Framework of the Thesis | 第15-16页 |
| Chapter Ⅱ Literature Review | 第16-32页 |
| ·Introduction | 第16页 |
| ·Learning Style | 第16-21页 |
| ·The Continuum of Learning Styles | 第17-19页 |
| ·Riding's Model and His Cognitive Styles Analysis(CSA) (The Cognitive Structure Family) | 第19-21页 |
| ·Teaching Style | 第21-24页 |
| ·Introduction of Teaching Style | 第21页 |
| ·Definition of Teaching Style | 第21-22页 |
| ·The Measurement | 第22-24页 |
| ·More's Paired Learning Style and Teaching Style Identification Scales | 第24-27页 |
| ·The origins | 第24页 |
| ·The Scales | 第24-27页 |
| ·Major Findings on the Relationship of Learning Styles and Teaching Styles | 第27-32页 |
| ·Research in West Countries | 第27-30页 |
| ·Do the Best Learning Outcomes Occur When Teaching Style Matches Learning Style? | 第28页 |
| ·What Causes Are There behind the Mismatches between Teaching and Learning Styles? | 第28-29页 |
| ·Can Students' Approaches to Learning and Teachers' Approaches to Teaching be modified? | 第29-30页 |
| ·Research in China | 第30-32页 |
| Chapter Ⅲ Theoretical framework for this study | 第32-37页 |
| ·Introduction | 第32页 |
| ·Vygotsky's Social Cognition Theory | 第32-33页 |
| ·Gardner's Social-educational Model | 第33-34页 |
| ·Piaget' Genetic Epistemology | 第34-35页 |
| ·Carl Rogers' Humanistic Approaches | 第35页 |
| ·Research Questions | 第35-37页 |
| Chapter Ⅳ the Study | 第37-40页 |
| ·Introduction | 第37页 |
| ·Participants | 第37页 |
| ·Instruments | 第37-39页 |
| ·Data-collection and analysis | 第39-40页 |
| Chapter Ⅴ Results and Discussion | 第40-56页 |
| ·Introduction | 第40页 |
| ·The General Tendency of Chinese students' Learning Styles | 第40-44页 |
| ·The General Features of Teaching Styles of NS English Teachers | 第44-47页 |
| ·Comparison between Learning Styles of Chinese Students and the Teaching Styles of NS English Teachers | 第47-56页 |
| ·Contrast between Chinese Students' Learning Styles and NS English Teachers' Teaching styles | 第47-49页 |
| ·The Origins of the Style Conflicts | 第49-56页 |
| ·Cultural Influences on Learning Styles and Teaching Styles | 第49-50页 |
| ·Input-oriented Learning Culture and Output-oriented Learning Culture | 第50-53页 |
| ·The Input-oriented Learning Culture in China | 第51页 |
| ·The Output-oriented Learning Culture in Western Countries | 第51-52页 |
| ·The Style Conflict and Input-oriented and Output-oriented Learning Culture | 第52-53页 |
| ·Collectivist-orientated and Individualist-orientated Culture | 第53-56页 |
| ·The Individualist-orientated Culture of Western Countries | 第54页 |
| ·The Collectivist-orientated Culture of China | 第54-55页 |
| ·The Style Conflicts and Collectivist-orientated and Individual-orientated Culture | 第55-56页 |
| Chapter Ⅵ Conclusion and Implications | 第56-61页 |
| ·Introduction | 第56页 |
| ·Conclusions for the Present Investigation | 第56页 |
| ·Implications for Instruction | 第56-60页 |
| ·Diagnosing learning styles and teaching styles and develop style self-aware EFL learners and teachers | 第57页 |
| ·Altering the Teaching Style to Create Teacher-student Style Matching | 第57-58页 |
| ·Providing activities with different groupings | 第58-59页 |
| ·Encouraging changes in students' behavior and foster guided style-stretching | 第59页 |
| ·Including different styles in lesson plan | 第59-60页 |
| ·Limitations of the investigation and Suggestions for future studies | 第60-61页 |
| Appendix Ⅰ:Teaching Style Identification Scale | 第61-63页 |
| Appendix Ⅱ:Learning Style Identification Scale | 第63-65页 |
| References | 第65-70页 |
| 学位论文版权使用授权书 | 第70页 |
| 独创性声明 | 第70页 |
