| Acknowledgements | 第3-4页 |
| Contents | 第4-6页 |
| Abstract | 第6-8页 |
| 摘要 | 第9-11页 |
| Chapter one Introduction | 第11-16页 |
| 1.1 General Introduction to the Background of This Study | 第11-12页 |
| 1.2 Reasons for Choosing Postgraduates' Learning Style as the Topic of This Study | 第12-13页 |
| 1.3 Aims of the Study | 第13-14页 |
| 1.4 Significance of the This Study | 第14-16页 |
| Chapter Two Review of Learning Style | 第16-26页 |
| 2.1 Definitions of Learning Style? | 第16-20页 |
| 2.2 Development of Learning Style Researches Home and Abroad | 第20-23页 |
| 2.3 Representative Research in Cognitive Style | 第23-26页 |
| Chapter Three Theoretical Framework of This Study | 第26-46页 |
| 3.1 Two Approaches to Language Learning and Instruction | 第26-29页 |
| 3.2 Information Processing and Memory Theory in Cognition | 第29-33页 |
| 3.2.1 Information Processing Theory | 第29-30页 |
| 3.2.2 Theories of Memory | 第30-33页 |
| 3.3 Two Schools of SLA Theories: Input vs. Output | 第33-39页 |
| 3.4.1 Theories of Language Input | 第33-36页 |
| 3.3.2 Theories of Language Output | 第36-38页 |
| 3.3.3 Two Models of Language Learning | 第38-39页 |
| 3.4 Skehan's Two-dimensional Information-Processing Framework | 第39-42页 |
| 3.4.1 A Two Dimensional Approach of Language Learning Styles | 第39-41页 |
| 3.4.2 Characteristics of Analysis-based and Memory-based Learners | 第41-42页 |
| 3.5 Tolerance of Ambiguity Theory in Language Learning | 第42-46页 |
| Chapter Four The Present Investigation | 第46-65页 |
| 4.1 Objectives | 第46页 |
| 4.2 Methods | 第46-47页 |
| 4.3.Subjects | 第47-48页 |
| 4.4.Instruments | 第48-54页 |
| 4.4.1 Questionnaires | 第48-54页 |
| 4.4.2 Interview | 第54页 |
| 4.5 Procedures of the Investigation | 第54-65页 |
| 4.5.1 Procedures of Quantitative Part of the Study | 第54-56页 |
| 4.5.2 Procedures of the Interview | 第56-65页 |
| Chapter Five Data Analysis and Discussion | 第65-76页 |
| 5.1.Major Findings of this Study | 第65-68页 |
| 5.2.Detailed Statistical Description of the Learning Style Variables | 第68-76页 |
| 5.2.1 On the Relationship between Meaning/Form and English Achievements | 第68-69页 |
| 5.2.2 On the Relationship between Accuracy vs Fluency and English Achievements | 第69-70页 |
| 5.2.3 On the Relationship between AT/AI and English Achievements | 第70-72页 |
| 5.2.4 On the Relationship between Analysis-based vs Memory-based Style and English Achievements | 第72-76页 |
| Chapter Six Conclusions | 第76-82页 |
| 6.1 Conclusions of the Present Study | 第76-77页 |
| 6.2 Implications for EFL Learners and Classroom Teachers | 第77-81页 |
| 6.3 Limitations and Suggestions for Further Study | 第81-82页 |
| References | 第82-88页 |
| References in Chinese | 第88-89页 |
| Appendix 1 | 第89-93页 |
| Appendix 2 | 第93页 |
