| ACKNOLEDGEMENTS | 第1-11页 |
| CONTENTS | 第11-14页 |
| 1 INTRODUCTION | 第14-17页 |
| 1．1 Background of the research question | 第14-15页 |
| 1．2 Significance of the present research | 第15-16页 |
| 1．3 Statement of Research Question | 第16-17页 |
| 2 RATIONALE OF THE PRESENT STUDY: THEORETICAL BASIS TO THE RESEARCH | 第17-48页 |
| 2．1 Second language learning theories | 第17-24页 |
| 2．1．1 Social Constructivism | 第17-19页 |
| 2．1．2 Multiple Intelligence Theory | 第19-24页 |
| 2．2 The Institutional Basis of Gender | 第24-26页 |
| 2．2．1 Gender Differences in Brain Hemisphericity | 第24-25页 |
| 2．2．2 Gender Differences in Socialization | 第25页 |
| 2．2．3 Implications for EFL Learning and Teaching | 第25-26页 |
| 2．3 Categories of Learning Style | 第26-33页 |
| 2．3．1 Cognitive Learning Styles | 第27-29页 |
| 2．3．2 Sensory Learning Styles | 第29-31页 |
| 2．3．3 Affective Learning Styles | 第31-33页 |
| 2．4 Learning Style Models | 第33-40页 |
| 2．4．1 Knowels' Experiential Model | 第33-34页 |
| 2．4．2 Oxford and Anderson's Model | 第34-37页 |
| 2．4．3 Curry's Onion Model | 第37-39页 |
| 2．4．4 Implications | 第39-40页 |
| 2．5 Previous Researches into Learning Styles at Home and Abroad | 第40-41页 |
| 2．5．1 Researches into Learning Styles Abroad | 第40页 |
| 2．5．2 Researches into Learning Styles in China | 第40-41页 |
| 2．6 Some Discussions on Learning Styles | 第41-48页 |
| 2．6．1 Learning Style and Learning Strategy | 第41页 |
| 2．6．2 Learning Style and Teaching Style:Match or Mismatch | 第41-42页 |
| 2．6．3 Learning Style: Nature and Nurture | 第42-44页 |
| 2．6．4 Towards A Synthesis: Relevance of Learning Style Theory to EFL Learning | 第44-45页 |
| 2．6．5 Limitations: Criticism of Learning Style Research | 第45-48页 |
| 3 ASSESSING LEARNING STYLES OF SENIOR HIGH SCHOOL STUDENTS | 第48-57页 |
| 3．1 Research design for empirical study | 第48-50页 |
| 3．1．1 Purpose and Objectives | 第48页 |
| 3．1．2 Methods and Procedures | 第48-50页 |
| 3．2 Results, analysis and Discussion | 第50-53页 |
| 3．3 Implications for Language Learning and Teaching | 第53-57页 |
| 4 INTEGRATING LEARNING STYLES INTO THE SENIOR HIGH SCHOOL EFL CLASSROOM: TEACHING AND LEARNING STRATEGIES | 第57-73页 |
| 4．1 Diagnosing Learning Styles and Developing Self-aware EFL Learners | 第57-59页 |
| 4．1．1 Diagnosing the Students' Learning Styles | 第57-58页 |
| 4．1．2 Developing Self-aware, Adaptable, Empowered EFL Learners | 第58-59页 |
| 4．2 Building up An Appropriate Teacher-Learner Relationship | 第59-60页 |
| 4．2．1 Respecting Learners as Unique Individuals | 第59-60页 |
| 4．2．2 Respect from Learners | 第60页 |
| 4．2．3 Improving Learning Environment and Creating Target-Language Atmosphere | 第60页 |
| 4．3 Altering the Teaching Style to Create Teacher-Student Style Matching | 第60-62页 |
| 4．3．1 Conscious Accommodation to Learning Styles in the Classroom | 第61页 |
| 4．3．2 Implementing Learning Styles Preferences by Various Class Presentations | 第61页 |
| 4．3．3 Diversifying Teaching Style While Teaching | 第61-62页 |
| 4．4 Teaching Strategies for Different Learning Styles | 第62-64页 |
| 4．4．1 Teaching Strategies for Visual Learners | 第63页 |
| 4．4．2 Teaching Strategies for Auditory Learners | 第63页 |
| 4．4．3 Teaching Strategies for Kinesthetic Learners | 第63页 |
| 4．4．4 Teaching Strategies for Tactile Learners | 第63-64页 |
| 4．5 Linking Learning Styles and Learning Strategies in the Classroom: Learning Strategies for Different Learning Styles | 第64-66页 |
| 4．5．1 Learning Strategies for Visual Learners | 第64-65页 |
| 4．5．2 Learning Strategies for Auditory Learners | 第65页 |
| 4．5．3 Learning Strategies for Kinesthetic and Tactile Learners | 第65-66页 |
| 4．6 Encouraging Changes in Students' Behavior and Fostering Guided Style-Stretching | 第66-68页 |
| 4．6．1 Providing Activities for Different Groups | 第66-68页 |
| 4．6．2 Developing Self-Directed Learners with Learning Strategies | 第68页 |
| 4．7 Treating with Gender Differences | 第68-70页 |
| 4．7．1 Accept Gender Related Differences | 第68-69页 |
| 4．7．2 Apply Style Result in Learner | 第69页 |
| 4．7．3 Using Style Data Training for Tailor Instruction | 第69页 |
| 4．7．4 Employ Style Results in Preparing the Learning Environment | 第69-70页 |
| 4．8 A Multiple Approach to Foreign Language Education | 第70-73页 |
| 4．8．1 Using a Balanced Approach | 第70-71页 |
| 4．8．2 Using Computer-Assisted Instruction | 第71页 |
| 4．8．3 Using the 5Cs | 第71-73页 |
| 5 CONCLUSION | 第73-76页 |
| REFERENCES | 第76-80页 |
| APPENDIX 1 | 第80-83页 |
| APPENDIX 2 | 第83-84页 |
