| 摘要 | 第1-6页 |
| Abstract | 第6-16页 |
| CHAPTER 1 INTRODUCTION | 第16-22页 |
| ·THE PROBLEM | 第16-18页 |
| ·The Conflict between Learning Styles and Teaching Styles | 第16-17页 |
| ·Research on Foreign Language Teaching | 第17页 |
| ·Learning Style Preferences | 第17-18页 |
| ·RESEARCH QUESTION AND OBJECTIVES | 第18-19页 |
| ·Research Question | 第18页 |
| ·The Aims of the Study | 第18-19页 |
| ·THE FOCUS OF THE STUDY | 第19-21页 |
| ·HYPOTHESIS | 第21页 |
| ·OUTLINE | 第21-22页 |
| CHAPTER 2 THEORETICAL FRAMEWORK AND RELATED LITERATURE | 第22-46页 |
| ·INTRODUCTION | 第22-23页 |
| ·THEORETICAL FRAMEWORK | 第23-27页 |
| ·Social Constructivism Theory | 第23-26页 |
| ·Multiple Intelligence Theory | 第26-27页 |
| ·RELATED LITERATURE ON LEARNING STYLE RESEARCH | 第27-41页 |
| ·Introduction | 第27-29页 |
| ·Learning Style Theory | 第29-32页 |
| ·Clarification of the Terms Related to Learning style | 第32-34页 |
| ·Categories of Learning Styles | 第34-37页 |
| ·Factors Influencing Learning Styles | 第37-40页 |
| ·Researches into Learning Styles to China | 第40-41页 |
| ·A BRIEF REVIEW OF EIGHT BI-POLAR DIMENSIONS OF LEARNING STYLES | 第41-44页 |
| ·Global and analytic styles | 第41-42页 |
| ·Field-independent and field-dependent styles | 第42页 |
| ·Concrete- sequential and intuitive-random styles | 第42-43页 |
| ·Closure-oriented and open styles | 第43页 |
| ·Introverted and extroverted styles | 第43-44页 |
| ·Two perceptual learning style dimensions and preferences for individual and group learning | 第44页 |
| ·SUMMARY | 第44-46页 |
| CHAPTER 3 METHOD | 第46-49页 |
| ·INTRODUCTION | 第46页 |
| ·PROBLEMS ENCOUNTERED IN THE STUDY | 第46-47页 |
| ·SAMPLE | 第47页 |
| ·THE METHODOLOGICAL ISSUES | 第47-49页 |
| ·INSTRUMENTS | 第47-48页 |
| ·The Questionnaire Design | 第48页 |
| ·Data Collection | 第48页 |
| ·Interview | 第48-49页 |
| CHAPTER 4 RESULT | 第49-60页 |
| ·INTRODUCTION | 第49页 |
| ·THE ANALYSIS OF THE QUESTIONNAIRE AND INTERVIEW DATA | 第49-60页 |
| ·Question 1: Visual v. Auditory | 第49-51页 |
| ·Question 2: Individual v. Group | 第51-52页 |
| ·Question 3: Tactile v. Kinesthetic | 第52-53页 |
| ·Question 4: Analytic v. Global | 第53-54页 |
| ·Question 5: Field-independent v. Field-dependent | 第54-56页 |
| ·Question 6: Introverted v. Extroverted | 第56-57页 |
| ·Question 7: Concrete-sequential v. Intuitive-random | 第57-58页 |
| ·Question 8: Closure-oriented v. Open | 第58-60页 |
| CHAPTER 5 DISCUSSION | 第60-68页 |
| ·INTRODUCTION | 第60页 |
| ·ESTABLISHING A HARMONIOUS TEACHER-STUDENT RELATIONSHIP | 第60-61页 |
| ·DIAGNOSING LEARNING STYLES AND DEVELOPING SELF-AWARE L2 LEARNERS | 第61-63页 |
| ·Diagnosing Learning Styles | 第61-62页 |
| ·Developing Self-aware L2 Learners through Keeping Diaries | 第62-63页 |
| ·LINKING LEARNING STYLES AND LEARNING STRATEGIES AND DEVELOPING SELF--DIRECTED LEARNERS | 第63-65页 |
| ·Linking Learning Styles and Learning Strategies in the Classroom | 第63-64页 |
| ·Developing Self-directed Learners with Learning Strategie | 第64-65页 |
| ·MATCHING WITH LEARNERS' STYLES | 第65-66页 |
| ·MAKING USE OF COMPUTER-ASSISTED INSTRUCTION | 第66-68页 |
| CHAPTER 6 CONCLUSION | 第68-72页 |
| ·SUMMARY OF THE STUDY | 第68-70页 |
| ·RELIABILITY AND VALIDITY | 第70页 |
| ·LIMITATIONS AND SUGGESTIONS FOR FUTURE RESEARCH | 第70-72页 |
| APPENDIX 1 | 第72-74页 |
| APPENDIX 2 | 第74-84页 |
| PUBLISHED PAPER | 第84-85页 |
| ACKNOWLEDGEMENTS | 第85页 |
