| Acknowledgements | 第1-7页 |
| Abstract | 第7-9页 |
| 中文摘要 | 第9-11页 |
| Lists of Figures and Tables | 第11-13页 |
| List of Abbreviations | 第13-14页 |
| 1 Introduction | 第14-28页 |
| ·Aims of the investigation | 第14-15页 |
| ·Significance of the investigation | 第15-17页 |
| ·Clear-up of key terms | 第17-28页 |
| ·Learning style | 第17-21页 |
| ·Cognitive style | 第21-23页 |
| ·Field dependence versus field independence | 第23-24页 |
| ·Tolerance of ambiguity | 第24-25页 |
| ·Learning styles in relation to strategy, ability and interests | 第25-28页 |
| 2 Literature review | 第28-42页 |
| ·A general introduction to research on learning styles | 第28-30页 |
| ·Representative theories of learning styles abroad | 第30-37页 |
| ·Theory of learning styles by Dunn & Dunn | 第31-33页 |
| ·Theory of learning styles by Kolb | 第33-35页 |
| ·Other representative theories of learning styles | 第35-37页 |
| ·Introduction to related research into learning styles | 第37-42页 |
| ·Research into university students' learning styles abroad | 第37-39页 |
| ·Previous research into learning styles in China | 第39-42页 |
| 3 Theoretical framework | 第42-50页 |
| ·Curry's 'Onion Model' | 第42-44页 |
| ·The theory of perceptual learning styles | 第44-45页 |
| ·The theory of field dependence versus field independence | 第45-48页 |
| ·An introduction to field theory | 第45-47页 |
| ·The Research of FI/FD in second/foreign language teaching | 第47-48页 |
| ·Measuring field independence | 第48页 |
| ·The theoretical framework of tolerance of ambiguity | 第48-50页 |
| ·Theories and research concerning ambiguity tolerance | 第48-49页 |
| ·Measuring tolerance of ambiguity | 第49-50页 |
| 4 The present investigation | 第50-56页 |
| ·The hypotheses | 第50页 |
| ·The subjects | 第50-52页 |
| ·The instruments | 第52-55页 |
| ·Perceptual Learning Style Preference Survey (PLSPS) | 第52-53页 |
| ·Second Language Tolerance of Ambiguity Scale (SLTAS) | 第53页 |
| ·Test of Embedded Figures (TEF) | 第53-54页 |
| ·The subjects' scores of Test for English Major Band-4 (TEM-4) | 第54-55页 |
| ·The procedure of the Investigation | 第55-56页 |
| 5 Data analysis and discussion | 第56-74页 |
| ·Statistical description of the variables involved | 第56-58页 |
| ·Statistical description of the learning style variables | 第56-57页 |
| ·Statistical description of the TEM-4 scores | 第57-58页 |
| ·Statistical analysis of gender differences of learning styles | 第58-60页 |
| ·Variance analysis of ambiguity tolerance, field independence and TEM-4 achievements | 第60-65页 |
| ·Variance analysis of ambiguity tolerance and TEM-4 achievements | 第61-62页 |
| ·Variance analysis of field independence and TEM-4 achievements | 第62-65页 |
| ·Regression analysis of TEM-4 total score and learning styles | 第65-66页 |
| ·Regression analysis between learning styles and writing, dictation, listening,cloze, grammar and vocabulary, and reading score respectively | 第66-71页 |
| ·The linear correlation analysis between the three dimensions of learning styles | 第71-73页 |
| ·The correlation analysis of the repeated reliability | 第73-74页 |
| 6 Conclusions and implications | 第74-80页 |
| ·Conclusions of the present investigation | 第74-75页 |
| ·Implications for EFL learning and teaching in China | 第75-78页 |
| ·Limitations of the investigation and suggestions for further research | 第78-80页 |
| Notes | 第80-81页 |
| Bibliography | 第81-88页 |
| Appendix 1: Test booklet of learning styles | 第88-96页 |
| Appendix 2: Raw for time span of TEF | 第96-97页 |
| Appendix 3: Raw data of the investigation | 第97-103页 |
| Appendix 4: Raw data of the repeated reliability | 第103页 |
