| Abstract | 第4-5页 |
| 摘要 | 第6-12页 |
| Chapter One Introduction | 第12-14页 |
| Chapter Two Literature Review | 第14-33页 |
| 2.1 Cognitive Styles | 第14-21页 |
| 2.1.1 The Definition of Cognitive Styles | 第15-16页 |
| 2.1.2 The Classification of Cognitive Styles | 第16-19页 |
| 2.1.2.1 Field Dependent-independent | 第16-18页 |
| 2.1.2.2 Reflective-impulsive | 第18页 |
| 2.1.2.3 Convergent-divergent | 第18-19页 |
| 2.1.3 The Compulsory Theories of Cognitive Styles | 第19-21页 |
| 2.1.3.1 Three-layer Onion Model | 第19页 |
| 2.1.3.2 Model of Two Style Dimensions | 第19-20页 |
| 2.1.3.3 Theory of Mental Self-government | 第20-21页 |
| 2.2 Learning Styles | 第21-28页 |
| 2.2.1 The Definition of Learning Styles | 第22-23页 |
| 2.2.2 The Classification of Learning Styles | 第23-25页 |
| 2.2.2.1 Sensory Learning Styles | 第23-24页 |
| 2.2.2.2 Personality/Affective/Temperament Learning Styles | 第24-25页 |
| 2.2.3 Complements of Learning Styles | 第25-28页 |
| 2.2.3.1 Distinctions Between the Perceptual Learning Styles | 第26页 |
| 2.2.3.2 The Assessment of Tolerance of Ambiguity | 第26-28页 |
| 2.3 Second Language Acquisition | 第28-33页 |
| 2.3.1 Definition of Second Language Acquisition | 第28-29页 |
| 2.3.2 Relative Theories of Second Language Acquisition | 第29-31页 |
| 2.3.3 Recent Developments in Second Language Acquisition | 第31-33页 |
| Chapter Three Research Design and Implementation | 第33-38页 |
| 3.1 The Subject | 第33-34页 |
| 3.2 The Instrument | 第34-35页 |
| 3.3 Data Collection | 第35-36页 |
| 3.4 Data Analysis Procedures | 第36-38页 |
| Chapter Four Findings of Relevant Factors Influencing English Language Performance | 第38-61页 |
| 4.1 Gender | 第39-45页 |
| 4.1.1 English Achievements of the Two Genders | 第40-42页 |
| 4.1.2 Cognitive Styles Preference of the Two Genders | 第42-43页 |
| 4.1.3 Learning Styles Preference of the Two Genders | 第43-45页 |
| 4.2 Major | 第45-51页 |
| 4.2.1 English Achievements of Different Majors | 第45-47页 |
| 4.2.2 Cognitive Styles Preference of Different Majors | 第47-48页 |
| 4.2.3 Learning Styles Preference of Different Majors | 第48-51页 |
| 4.3 Tolerance of Ambiguity | 第51-54页 |
| 4.3.1 The Correlation Between TA and CET Scores | 第51-52页 |
| 4.3.2 The Correlation Between TA and Cognitive Styles | 第52-53页 |
| 4.3.3 The Correlation Between TA and Learning Styles | 第53-54页 |
| 4.4 Cognitive Styles | 第54-57页 |
| 4.4.1 Research Findings | 第54-56页 |
| 4.4.2 Strategic Competence Differences Between FI/FD Learners | 第56-57页 |
| 4.5 Learning Styles | 第57-61页 |
| 4.5.1 Research Findings | 第57-58页 |
| 4.5.2 Features of Several kinds of Learners | 第58-61页 |
| Chapter Five Conclusions | 第61-74页 |
| 5.1 Suggestions for English teaching in Colleges | 第61-70页 |
| 5.1.1 Suggestions for Educators | 第61-62页 |
| 5.1.2 Suggestions for Learners | 第62-66页 |
| 5.1.2.1 Suggestions for Learners of Different Cognitive Styles- Two Strategic Competences for FD/FI Learners | 第63-64页 |
| 5.1.2.2 Suggestions for Learners with Different Learning Styles | 第64-66页 |
| 5.1.3 Raising Awareness of Learning and Teaching Style | 第66-67页 |
| 5.1.4 Reducing the Learners' Tolerance of Ambiguity | 第67-68页 |
| 5.1.5 Five “Avoids”in Forming a Classroom Work Style | 第68-70页 |
| 5.2 Limitations of the Present Research | 第70-71页 |
| 5.3 Future Researches | 第71-74页 |
| 5.3.1 Developing Self-aware, Adaptable and Empowered Learners | 第71-72页 |
| 5.3.2 Further Exploring Learning Styles of Good Learners, Including Personality | 第72-74页 |
| Acknowledgments | 第74-75页 |
| Bibliography | 第75-79页 |
| Appendix | 第79-83页 |
