| Acknowledgements | 第5-6页 |
| Abstract(in English) | 第6-7页 |
| Abstract(in Chinese) | 第8-12页 |
| Chapter One Introduction | 第12-16页 |
| 1.1 Background of the Research | 第12-13页 |
| 1.2 Significance of the Research | 第13-14页 |
| 1.3 Layout of the Thesis | 第14-16页 |
| Chapter Two Literature Review | 第16-36页 |
| 2.1 Review of Perceptual Learning Styles | 第16-27页 |
| 2.1.1 Definitions and Categories of Learning Styles | 第17-22页 |
| 2.1.2 Related Studies on Perceptual Learning Styles | 第22-27页 |
| 2.2 Review of Tolerance of Ambiguity | 第27-36页 |
| 2.2.1 Definitions of Tolerance of Ambiguity | 第27-30页 |
| 2.2.2 Related Research on TOA in Second Language Learning | 第30-36页 |
| Chapter Three Research Methodology | 第36-44页 |
| 3.1 Research Questions | 第36页 |
| 3.2 Research Subjects | 第36页 |
| 3.3 Research Instruments | 第36-41页 |
| 3.4 Research Procedure | 第41-44页 |
| Chapter Four Data Analysis | 第44-58页 |
| 4.1 Perceptual Learning Style Preferences of the English Majors | 第44-46页 |
| 4.2 Degrees of the Tolerance of Ambiguity of the English Majors | 第46-51页 |
| 4.3 Correlation between TOA and Writing Proficiency with Different Perceptual Learning Styles | 第51-58页 |
| Chapter Five Discussion | 第58-70页 |
| 5.1 Status of the English Majors' Perceptual Learning Style Preference | 第58-62页 |
| 5.2 Degrees of the English Majors'Tolerance of Ambiguity | 第62-65页 |
| 5.3 Correlation between TOA and Writing Proficiency of English Majors | 第65-70页 |
| Chapter Six Conclusion | 第70-78页 |
| 6.1 Research Findings | 第70-72页 |
| 6.2 Implications | 第72-75页 |
| 6.3 Limitations and Recommendations | 第75-78页 |
| Bibliography | 第78-86页 |
| Appendix A | 第86-88页 |
| Appendix B | 第88-89页 |
