| Acknowledgements | 第1-9页 |
| List of Tables | 第9-10页 |
| Abstract | 第10-12页 |
| 摘要 | 第12-13页 |
| Chapter One Introduction | 第13-20页 |
| ·Rationale for the Present Research | 第13-14页 |
| ·Basic Concepts | 第14-18页 |
| ·Learning Styles | 第14-15页 |
| ·Learning Styles vs. Learning Strategies | 第15-16页 |
| ·Cognitive Styles vs. Learning Styles | 第16-18页 |
| ·Organization of This Thesis | 第18-20页 |
| Chapter Two Literature Review | 第20-35页 |
| ·General Review on Learning Styles | 第20-22页 |
| ·Early Research Between the 1890s and the 1940s | 第20页 |
| ·Recent Learning Style Research | 第20-22页 |
| ·Learning Style Models | 第22-28页 |
| ·Dunn and Dunn's Learning Style Inventory | 第22-25页 |
| ·Keefe's Learning Style Profile | 第25-27页 |
| ·Tan Dingliang's Learning Style Model | 第27-28页 |
| ·Effect of Matching Learning Styles with Instructional Styles | 第28-33页 |
| ·Presence of Effect | 第29-31页 |
| ·Absence of Effect | 第31-33页 |
| ·Limitations of Previous Studies | 第33-35页 |
| Chapter Three Research Question, Hypothesis and Method | 第35-44页 |
| ·Research Question | 第35-36页 |
| ·Hypothesis | 第36-37页 |
| ·Subjects | 第37-38页 |
| ·Materials | 第38-42页 |
| ·Classroom Learning Style Survey | 第39-41页 |
| ·Tests | 第41-42页 |
| ·Method for Data Analysis | 第42-44页 |
| Chapter Four Procedure | 第44-54页 |
| ·Preliminary Work | 第44-48页 |
| ·Classroom Learning Style Survey and Pretest | 第44-45页 |
| ·Sampling of Subjects | 第45-46页 |
| ·Teacher Training | 第46-48页 |
| ·Objectives | 第46页 |
| ·Procedure | 第46-48页 |
| ·Matching Classroom Activities with Learning Styles | 第48-54页 |
| ·Patterns of Classroom Activities | 第49-51页 |
| ·Pairs and Groups | 第49-50页 |
| ·Individuals | 第50-51页 |
| ·Two Models of Classroom Instruction | 第51-54页 |
| ·Learning Package vs. Independent Learning Style | 第51-52页 |
| ·Cooperative Group vs. Cooperative Learning Style | 第52-54页 |
| Chapter Five Results and Discussion | 第54-60页 |
| ·Results | 第54-58页 |
| ·Posttest | 第54-56页 |
| ·Postponed Test | 第56-57页 |
| ·Subjects' Satisfaction | 第57-58页 |
| ·Discussion | 第58-60页 |
| Chapter Six Conclusion | 第60-65页 |
| ·Findings | 第60-61页 |
| ·Pedagogic Implications | 第61-63页 |
| ·Diagnosing Learning Styles and Developing Self-awareness | 第61页 |
| ·Diversifying Instructional Styles: matching and mismatching | 第61-63页 |
| ·Developing Computer-assisted Instruction | 第63页 |
| ·Limitations and Suggestions for Further Research | 第63-65页 |
| References | 第65-71页 |
| Appendix A Classroom Learning Styles Survey | 第71-72页 |
| Appendix B1 Pretest on Relative Clauses | 第72-74页 |
| Appendix B2 Posttest on Relative Clauses | 第74-76页 |
| Appendix B3 Postponed Test on Relative Clauses | 第76-78页 |
| Appendix B4 In-class Exercises on Relative Clauses | 第78-79页 |
| Appendix C Raw Scores for the Pilot Tests of the Three Tests | 第79-80页 |
| Appendix D Raw Scores of Classroom Learning Styles Survey and Pretest (Whole Class) | 第80-83页 |
| Appendix E Subjects for the Experiment | 第83-85页 |
| Appendix F Subjects' Raw Scores of Pretest, Posttest, Postponed Test and Satisfactional Rate | 第85-86页 |
