| Abstract | 第1-4页 |
| 中文摘要 | 第4-5页 |
| Acknowledgements | 第5-8页 |
| 1. Introduction | 第8-11页 |
| ·Background | 第8-9页 |
| ·Research Questions | 第9-11页 |
| 2. Theoretical Basis for the Research | 第11-34页 |
| ·Cognitive Theory of Learning | 第11-16页 |
| ·The Information-processing Approach | 第11页 |
| ·Nature of Human Memory | 第11-12页 |
| ·Human Processing Capacity | 第12-13页 |
| ·Controlled and Automatic Processing | 第13-14页 |
| ·Organization of Knowledge | 第14页 |
| ·Components of Learning | 第14-16页 |
| ·Cognitive Styles | 第16-17页 |
| ·Field dependence vs. independence | 第16-17页 |
| ·Reflectivity vs. Impulsivity | 第17页 |
| ·Convergent thinking vs. Divergent thinking | 第17页 |
| ·Learning Style Models | 第17-23页 |
| ·Knowles' Model of Learning Styles | 第18-19页 |
| ·Oxford and Anderson's Model of learning Styles | 第19-21页 |
| ·Curry's Onion Model | 第21-23页 |
| ·Implications | 第23页 |
| ·Previous Researches into Learning Styles at Home and Abroad | 第23-25页 |
| ·Researches into Learning Styles Abroad | 第24页 |
| ·Researches into Learning Styles in China | 第24-25页 |
| ·Some Discussions on Learning Styles and Cognitive Styles | 第25-34页 |
| ·Learning Style and Learning Strategy | 第25-26页 |
| ·Learning style and teaching style: Matching or Mismatching | 第26-27页 |
| ·Learning styles: Nature and Nurture | 第27-28页 |
| ·Cognitive Style and Language Teaching | 第28-30页 |
| ·Toward a Synthesis: Relevance of Learning Style Theory to EFL learning | 第30-31页 |
| ·Limitation: Criticism of Learning Style Research | 第31-34页 |
| 3 Diagnosing Learning Styles of Senior High School Students | 第34-41页 |
| ·Research Design for the Study | 第34-36页 |
| ·Purpose and Objectives | 第34页 |
| ·Approach and Procedure | 第34-36页 |
| ·Results, Analysis and Discussion | 第36-39页 |
| ·Pedagogical Implications | 第39-41页 |
| 4 Teachers' Strategies in the Senior High School EFL Classroom | 第41-50页 |
| ·Increasing Student and Teacher Awareness of Learning-Style Preferences | 第41页 |
| ·Diagnosing the Students' learning Styles | 第41-42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 |
| ·imitation | 第50-51页 |
| ·Reflection and Advice on the Studies of Individual Differences | 第51页 |
| ·Possibility for Future Research | 第51-52页 |
| References | 第52-57页 |
| 详细摘要 | 第57-63页 |
