| FIGURES | 第1-12页 |
| 1 INTRODUCTION | 第12-15页 |
| 2 RESEARCH ON LEARNING STYLE | 第15-34页 |
| 2．1 Differentiation between Learning Styles and Cognitive Styles | 第15-17页 |
| 2．2 Two Misconceptions | 第17-18页 |
| 2．3 Learning Style Models | 第18-20页 |
| 2．4 Dimensions of Learning Style | 第20-29页 |
| 2．4．1 Sensing and Intuitive Learners | 第20-22页 |
| 2．4．2 Visual and Verbal Learners | 第22-24页 |
| 2．4．3 Active and Reflective Learners | 第24-25页 |
| 2．4．4 Sequential and Global Learners | 第25-26页 |
| 2．4．5 Inductive and Deductive Learners | 第26-29页 |
| 2．5 Learning Style and Teaching Style:Match or Mismatch? | 第29页 |
| 2．6 Social Constructivism and Study of Learning Style | 第29-31页 |
| 2．7 Toward a Synthesis:Relevance of Learning Style to L2 Learning | 第31-34页 |
| 3 ASSESSING LEARNING STYLES OF FIRST-YEAR ENGLISH MAJORS | 第34-41页 |
| 3．1 Participants for the Questionnaire | 第34页 |
| 3．2 Design and Procedure | 第34-36页 |
| 3．3 Findings and Discussion | 第36-39页 |
| 3．4 Implications of the Distributions | 第39-41页 |
| 4 SUGGESTIONS FOR MATCHING TEACHING STYLES&TO&LEARNING&STYLES&IN&THE CLASROOMS OF COLLEGE ENGLISH AJORS | 第41-53页 |
| 4．1 Improving Learning Environment | 第41-42页 |
| 4．1．1 Creating Target-language Atmosphere | 第41-42页 |
| 4．1．2 Helping Students Making Preparation in Mind | 第42页 |
| 4．2 Building up an Appropriate Teacher-learner Relationship | 第42-43页 |
| 4．2．1 Respecting Learners as Unique Individuals | 第42-43页 |
| 4．2．2 Respect from Learners | 第43页 |
| 4．3 Diagnosing Learning Styles&and Developing Self-aware L2 Learners | 第43-46页 |
| 4．3．1 Diagnosing Learning Styles | 第43-45页 |
| 4．3．1．1 Giving a Mini-lecture | 第43-44页 |
| 4．3．1．2 Arranging Students to Work in Pairs&and Complete Questionnaires | 第44页 |
| 4．3．1．3 Organizing a Whole-class Discussion of the Assessment Results | 第44页 |
| 4．3．1．4 Building Classroom Communities of Learning Styles | 第44-45页 |
| 4．3．2 Shortcomings of Existing Self-assessment Instruments | 第45页 |
| 4．3．3 Developing Self-aware L2 Learners&through Keeping Diaries | 第45-46页 |
| 4．4 Altering the Teaching Style to Create Teacher-student Style Matching | 第46-48页 |
| 4．4．1 Conscious Accommodation to Learning Styles in the Classroom | 第46-47页 |
| 4．4．2 Considering Culturally Related Style Differences | 第47-48页 |
| 4．5 Training Students to Use Effective Learning Strategies | 第48-50页 |
| 4．5．1 The Teacher's Role in Strategy Training | 第48-49页 |
| 4．5．2 Developing Self-directed Learners with Learning Strategies | 第49-50页 |
| 4．6 Providing Activities for Different Groupings | 第50-51页 |
| 4．6．1 Using Style-alike Groups | 第50页 |
| 4．6．2 Using Style-varied Groups | 第50-51页 |
| 4．6．3 Including Various Learning Styles | 第51页 |
| 4．7 Encouraging Changes in Students' Behavior and Fostering Guid Style-stretching | 第51-53页 |
| 5 CONCLUSION | 第53-58页 |
| REFERENCES | 第58-65页 |
| APPENDIXA | 第65-70页 |
| APPENDIXB | 第70-71页 |
