| Acknowledgements | 第1-7页 |
| Abstract in English | 第7-8页 |
| Abstract in Chinese | 第8-9页 |
| Chapter One Introduction | 第9-14页 |
| ·Background of the Research | 第9-12页 |
| ·Significance of the Present Study | 第12-13页 |
| ·Statement of Research Questions | 第13-14页 |
| Chapter Two Literature Review | 第14-34页 |
| ·Theoretical Framework for the Present Research | 第14-21页 |
| ·Humanism | 第14-16页 |
| ·Social Constructivism | 第16-18页 |
| ·Multiple Intelligence(MI) | 第18-21页 |
| ·Definitions of Language Learning Styles | 第21-23页 |
| ·Categories of Learning Styles | 第23-29页 |
| ·Cognitive Learning Styles | 第24-26页 |
| ·Sensory Learning Styles | 第26-27页 |
| ·Affective/Temperament Learning Styles | 第27-29页 |
| ·Some Discussions on Learning Styles | 第29-33页 |
| ·Learning Styles and Learning Strategies | 第29-30页 |
| ·Learning Styles:Nature and Nurture | 第30-32页 |
| ·Learning Styles and Teaching Styles:Match or Mismatch. | 第32-33页 |
| ·A Synthesis of Relevant Theories to EFL Learning Styles | 第33-34页 |
| Chapter Three Research Methodology | 第34-39页 |
| ·Purpose of the Investigation | 第34-35页 |
| ·Subjects | 第35-36页 |
| ·Research Instrument | 第36-38页 |
| ·Procedures | 第38-39页 |
| Chapter Four Results and Discussions | 第39-57页 |
| ·Overall Statistic Description of Learning-Style Variables | 第40-43页 |
| ·The Comparison of Preferences among Students from Different Classes with Different Majors | 第43-45页 |
| ·The Comparison of Preferences between Good and Poor Learners | 第45-47页 |
| ·Some Implications for English Teaching | 第47-57页 |
| ·Enhancing the Awareness of Learning-Style Preferences | 第48-49页 |
| ·Implementing Learning-Style Assessment | 第49-51页 |
| ·Creating Relationship between Teachers and Students | 第51-52页 |
| ·Meeting Students' Learning-Style Preferences | 第52-56页 |
| ·Diversifying Students' Learning-Style Preferences | 第56-57页 |
| Chapter Five Conclusions and Limitations | 第57-61页 |
| References | 第61-66页 |
| Appendix Ⅰ | 第66-68页 |
| Appendix Ⅱ | 第68-70页 |
