一项关于efl学习者学习风格倾向与其英语语法成绩的相关研究 71页

西南大学硕士学位论文一项关于EFL学习者学习风格倾向与其英语语法成绩的相关研究姓名：刘美申请学位级别：硕士专业：外国语言学与应用语言学指导教师：李力20100401 一项关于EFL学习者学习风格倾向与其英语语法成绩的相关研究学科专业：外国语言学与应用语言学研究方向：英语教学课程论指导教师：李力教授研究生：刘美(112007310000053)内容摘要关于学习风格的研究开始于20世纪50年代，由美国学者HerbertThelen于1954年首次提出。之后关于学习风格的研究在西方便成为语言学界学者们研究的热门领域。而在中国，由于对学习者学习策略研究的兴起，对学习风格的研究受到了忽视。直到上个世纪90年代，以王初明为代表的研究者才开始注重学习者学习风格的研究。然而至今，国内关于学习风格的研究仍然成果甚少。本文是关于EFL学习者学习风格的调查研究。与同类其他的关于学习风格研究相比，此调查重点关注外语学习者学习风格倾向与其语法学习成绩的相关。旨在找出库伯(Kolb，D．)提出的四种学习风格(场依存主动，场独立主动，场依存被动，场独立被动)，具有何种学习风格的外语学习者语法学习成绩更高，并试图作出其学习风格与语法学习成绩的相关分析。随着交际语言教学的开展，无论是教师还是外语学习者都将大量的精力投入到语言的应用方面，而语法知识的学习越来越不被外语学习者和外语教师重视。由于英语语法知识的欠缺和不完整，导致学习者语言输出的不准确，直接影响了语言习得的完整性。通过此调查笔者希望能提高外语学习者语法学习的意识以及外语教学(交际教学)中对语法的重视。此调查有两个研究问题：EFL学习者学习风格有何特征及其语法学习成绩如何；他们的学习风格和语法学习成绩有怎样的相关性；2008级英语专业自然班中选出104人，其中收回的有效问卷为75份，用修改的库伯的学习风格量表测出他们的学习风格偏向，再用语法测试卷测出其英语语法成iii iv西南大学硕士学位论文绩，从而找出学习风格与语法学习成绩的相关性。本研究所用的数据分析方法为积差相关和一元线性回归分析。调查结果显示，在75个英语为外语的学习者中，24人属场独立主动，23人属于场独立被动，l8人为场依存被动，而只有10人为场依存主动风格。且具有场独立主动学习风格的学习者在英语语法测试中得分最高。通过SPSS数据分析发现，具有场独立主动学习风格的学习者学习风格偏向与其英语语法成绩成正相关关系。基于此研究，笔者为外语学习及教学者提出了三点建议：学习风格的诊断，学习风格的延伸以及语法学习意识的提升。关键词：学习风格偏向；语法学习成绩；相关性；语法意识 M．A．THESISAnInvestigationontheCorrelationbetweenEFLLearners’LearningStylePreferencesandTheirGrammarAchievementsMajor：Specialty：Supervisor：Author：ForeignLinguisticsandAppliedLinguisticsEnglishCurriculumandTeachingTheoryProfessorLiLiuMeiAbstractEFL／ESLlearners’Learningstyleresearchstartedin1950ssinceAmericanscholarHerbertThelenproposedtheconceptoflearningstylein1954forthefirsttime，andthenitbecameahotdomaininthewest．However,althoughtheresearchonthisfieldalsobeganinChina，itsresultswerereallysparsefortheirfocusonlearningstrategyresearch．Till1990s，researchersinChinabegantopayattentiononEFLlearners’learningstylestudywithWangChumingaSrepresentative．ResearchesbothinChinaandabroadprovideinsightsfortheauthortodothepresentinvestigation．Basedonthepreviousstudiesonlearningstyles，theauthoralsointendstotakeaninvestigationonEFLlearners’learningstylepreferences．However,contrastedwithotherempiricalresearchesonlearningstyle，thisthesisfocusesonthecorrelationbetweenEFLlearners’learningstylepreferencesandtheirgrammarachievementstounfoldwhichlearningstyleinKolb’Sfourlearningstyles(Converger,Assimilator,AccomodatorandDiverger)ismoreeffectiveingrammarlearning．Incommunicativeteaching，EFLteachersandlearnersattachmuchmoreimportanceonlanguageusingaspect，butatthesametimeignoringthegrammarknowledgeintheteachingandlearningprocess．Therefore，EFLlearnersconstantlymakemistakesintheirspeakingandwriting，which 西南大学硕士学位论文hascausedtheinaccuracyofspeakingandwriting，andEFLlearners’incompletionofforeignlanguageacquisition．ItishopedthatthisinvestigationcallmakesomesignificanceinraisingEFLlearners’grammarlearningawarenessandmakesomecontributiontoEnglishteaching．Inthisinvestigation，twoquestionsareputforward：1)WhatarethefeaturesofEFLlearners’learningstyles?2)WhatisthecorrelationbetweenEFLmajors’learningstyleandtheirgrammarachievements?Inordertoanswerthesetwoquestions，104seniorstudentsmajoringinEnglishwereinvestigatedbyusingrevisedKolb’sLearningStyleInventory,andagrammartestdesignedbytheauthor．WehopethetwoquestionsCanbeansweredinapositivewaybySPSSanalysis．Aftertheinvestigation，theauthorfoundthat(1)mostofthestudentsinclineAssimilatorandConvergerlearningstyles．AndstudentswithConvergerlearningstylegottherelativehigherscoreinthegrammartest，(2)thepositivecorrelationexistsbetweenEFLlearners’learningstylepreferencesandtheirgrammarachievements．Basedontheinvestigation，theauthorputforwardtheimplicationsincludingdiagnosingEFLlearners’learningstyles，stretchingouttheirlearningstylesandraisingtheirgrammaticalawareness．Keywords：learningstylepreferences；grammarachievements；correlation；grammaticalawareness ListofTablesandFiguresTables：Table2．1Elementsofanindividual’Slearningstyle⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．1lTable2．2JiangZukang’Slearningstylemodality⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．14Table2．3LiaoZeying’Slearningstylecategory⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．15Table3．1Differentdefinitionsoflearningstyle⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．17Table3．2KolbLearningStyleDiagram(Kolb，1993)⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．19Table4．1EFLleamers’learningstyles⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯26Table5．1NumberofEFLlearnersofdifferentleamingstyles⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯29Table5．2Resultofthegrammartest⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．30Table5．3CorrelationbetweenConandgrammarscores⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯32Table5．4CorrelationbetweenAccandgrammarscores⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．33Table5．5CorrelationbetweenDivandgrammarscore⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯33Table5．6CorrelationbetweenAssandgrammarscore⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯33Table5．7ModelsummaryforSLRA⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．34Table5．8AnalysisofvarianteandF．test⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯34Table5．9Regressioncoe伍cientandT．Test⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．35Figures：Figure5．1Figure5．2Figure5．3DistributionofEFLlearners’learningst5rles⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．30ScatterdiagramfortherelationshipbetweenEFLlearners’LSIandtheirscores⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯31ScatterdiagramfortherelationshipbetweenthelearningstyleofConandthegrammarscores⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．32IV ListofAbbreviatiOnSAC：AbstractConceptualizationACC：AccomodatorsAE：ActiveExperimentASS：AssimilatorsCA：CorrelationAnalysisCE：ConcreteExperienceCET：CollegeEnglishTestCON：ConvergersDIV：DivergersEFL：LearningEnglishasaforeignlanguageFD：Field—independentFI：Field—independentFL：ForeignlanguageL2：SecondlanguageLS—co：LearningStylecoefficientLSI：LearningStyleInventoryLSP：LearningStylePointPCA：PearsonCorrelationAnalysisRO：ReflectiveObservationSLRA：SimpleLinearRegressionAnalysisSPSS：StatisticalPackageforSocialScienceSWU：SouthwestUniversityV 独创性声明学位论文题目：二堑基主星墅坠堂翌羞鲎翌丛整笪鱼墨甚墓亟堡鎏盛堕丝担苤堑塞本人提交的学位论文是在导师指导下进行的研究工作及取得的研究成果。论文中引用他人已经发表或出版过的研究成果，文中已加了特别标注。对本研究及学位论文撰写曾做出贡献的老师、朋友、同仁在文中作了明确说明并表示衷心感谢。学位论文作者：签字日期：2010年4月15日学位论文版权使用授权书本学位论文作者完全了解西南大学有关保留、使用学位论文的规定，有权保留并向国家有关部门或机构送交论文的复印件和磁盘，允许论文被查阅和借阅。本人授权西南大学研究生院可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文。(保密的学位论文在解密后适用本授权书，本论文：v／不保密，口保密期限至年学位论文作者签名：导师签名：签字日期：2010年4月15日签字日期：2010年4月15日 DeclarationI，LIUMei，theundersigned，herebydeclarethatthisthesisdoesnotcontainanymaterialwhichhasbeenacceptedfortheawardofanyotherhigherdegreeorgraduatediplomainanytertiaryinstitutionandthat，tothebestofmyknowledgeandbelief,thisthesisdoesnotcontainanymaterialpreviouslypublishedorwrittenbyanyotherperson，exceptwhenduereferenceismadeinthetextofthethesis．Signed：Dated： AcknowledgemenSpecialgratitudegoestomysincereandrespectablesupervisor,ProfessorLILi，forhisencouragement，valuableadviceandendlesseffortsthathelpedmecompletethisthesis．Itishisprofoundknowledgeandinsight，andconstantstrictnessandkindunderstandingtomakeitpossibleformetoreachthisSOfar．UndertheguidanceofLi，Iframedthisthesisinaratherreasonableway,andhiscarefulreadingandcheckingofmyfirstandseconddraftsstimulatedmesomuch．IanlalsothankfultoMr．YANGTao．Inthepastthreeyears，hehasdevotedhimselftomyinsightbroadnessandmyunderstandingofresearchwork．Hisstrictattitudetowardsacademicresearchsetmeagoodexampleformyfutureacademicresearch．Andhisconscientiousandpreciseguidancetomecomposesoneindispensableparttoformtheconceptofthepresentresearchdesign．ManythanksaregiventomyinvestigationalteacherMiss．YUQiufromSchoolofForeignLanguages，SouthwestUniversity,whosecooperationandpatienceguaranteedthesuccessofthisinvestigation．HeartygratitudealsogoestothoseseniorstudentsinSchoolofForeignLanguages，SouthwestUniversity,whoenthusiasticallycooperatedandparticipatedinmyinvestigation．Withouttheirwarmheartedcooperation，itwasimpossibleformetocompletethisinvestigation．IarnalsothankfulforProfessorCHENZhi’an，ProfessorLIUJiarong，ProfessorWENXu，ProfessorJIAZhigao，andSOon，whosewonderfulteachingsandgoodpersonalitieshavehadaprofoundeffectonmeandwillsurelyhaveanimpactonmyfuturecareerandlire．Ishouldalsothankthoseprofessorswhoseconcem，trustandsmilemeansomuchtOme．Lastbutnotleast，mygreatthanksgotomyfamilyandthosewhohavebeenlovingandsupportingme．Theirconcemsformehavehelpedmeoutofdifficultiesandfrustrations． ChapterOneIntroduCtion1．1ResearchbackgroundGoingwiththeshiftfromteacher-centeredtostudent-centeredteaching，researchershaveattachedmuchmoreimportancetothestudyofindividuallearningdifferences．(Bailey,1983，Ellis，1985)Manyresearcheshavereachedgreatachievements，suchasresearchesonmotivation，leamingstyle，learningstrategyandSOon．Learningstylebelongstothecategoryofindividuallearningdifferences，whichhasbeenexploredalotinforeignlanguageteaching，andgreatresultshavebeenachieved，especiallyforcognitivestyle．(Naiman，1978；Stansfield，1981，鹊citedinEllis，1985)However,mostoftheresearchesareabouttherelationshipbetweenL2learners’cognitivestylepreferencesandthegenerallanguagelearningachievements，fewareontherelationshipbetweencognitivestylesandspecificaSpectsofforeignlanguageacquisition．ThecurrentpaperpurportstoexplorethecorrelationbetweenEFLlearners’learningstylepreferencesandtheirgrammarachievements．Intheresearch，Kolb’Sfourlearningstyles(converger,diverger,aSsimilatorandaccommodator)areappliedtofindoutwhichstyleinthefourismosteffectiveinlearningEnglishgrammar．Tworesearchquestionsareputforward：1)．whatarethefeaturesofEFLlearners’learningstyles?2)．whatisthecorrelationbetweenEFLlearners’learningstylepreferencesandtheirgrammarachievements?1．2SignificanceofthepresentstudyTwokindsofsignificancewillbelaidouthere，theoreticalandpractical，whichwillguaranteethepresentstudy． 2西南大学硕士学位论文ThestudyoflearningstylehasbeenahotdomaininthewestsincethefirsttimeitWasbroughtforwardbyAmericanscholarHerbertThelenin1954．Andmanyachievementshavebeenreached，suchastherelationshiporcorrelationbetweenleamingstylepreferencesandlanguagelearningachievements，culture，gender’etc．(Reid，2002)．However，asthelearningstyleresearchwashotlygoingoninthewest，Chinawasbusyinstudyingforeignlanguagelearners’learningstrategy,neglectingthelearningstyleresearch．TheonlyresearchonforeignlanguagelearningstyleisdesignedbyprofessorWangin1992，whichwasabouttherelationshipbetweenEFLlearners’learningstylepreferencesandtheirlanguageachievements(ascitedinGui，1992)．IthasbeenstatedintheoreticalfoundationsthatEFLlearners’learningstyleCanbestretchedoutbytraininginordertodeal、^，imdifferentlearningtasks，andtheycanadjustthestylewhenconfrontingdifferenttasks．Then，theauthorhopesthatteacherscanpayaRentiontothestretchingoutofEFLlearners’learningstyleinlearninggrammar,andhelplearnerstoraisetheefficiencyofgrammarlearning．However’sinceithasbeenprovedthatlearningstyleaffectstheoveralllearningachievements，itisdesirabletoinvestigatewhetherlearningstylewillaffectspecificlearningachievements，forexample，achievementsinlistening，speaking，reading，grammarknowledge，etc．Thispaperwilltakegrammarlearningintoconsideration．Thechoosingofgrammarinthispaperhasboththeoreticalandpracticalsignificances．FaerehandKasper(1983，ascitedinEllis，1985：164)proposetwokindsofL2knowledge，oneisdeclarative，andtheotherisprocedural．Declarativeknowledgereferstothe“knowingthat"’，whichcontainstheinternalizedL2rulesandthechunksoflanguage．Proceduralknowledgeis“knowinghow，’，whichmeansthestrategiesandproceduresemployedbyL2learnerstoprocessL2dataforacquisitionandforuse．Aslearners’communicativecompetencewashighlightedinFLteaching，theleveloftheirproceduralknowledgehasbeenenhanced．Atthesametime，however’theirdeclarativeknowledgehasbeenevenneglected．Declarativeknowledgeorgrammarisoneindispensablepartinlearner’Sforeignlanguageacquisition．Sincetheadvocatingofcommunicativelanguageteachingin1970s，themaintaskofforeignlanguageteachinghasbeenchangedfromfocusonformtofocusonmeaning，especiallyinChina．However,accordingtoRichards(2007：2)，grammaticalcompetenceisonepartofforeignlanguage communicativecompetence．AndEllis(2002)alsoemphasizestheimportanceofgrammaticalknowledgeinlanguagelearning，hestatesthatalthoughlearnersareabletoleamlinguisticformsbythemselveswell，theycannotachieveveryhighleveloflinguisticcompetenceinthemeaning-centeredclass．Swain(1995)claimedthat“learnersneedtodomorethantosimplyengageinlanguageuse；theyalsoneedtoattendtoform．’’InChina,Gui(2003)alsomentionstheimportanceofgrammaticalknowledgeinEnglishlearning．AccordingtoProfessorLiLi(Littlewood，2000：xv)，communicativecompetenceisacomplexsystemincludingforeignlanguagelearners’languageknowledge，social-culturalknowledge，etc．Herelanguageknowledgereferstogrammaticalknowledgetosomeextent．Thenegligenceofgrammarteachingandlearningnotonlyaffectsforeignlanguagelearners’systematicdevelopmentoflanguageability,butalsocausesinaccuracyatleastinforeignlanguagelearners’speakingandwriting．Duetotheshortageofgrammarknowledge，EFLlearnersmakemistakesintheirspeakingandwritingconstantlywhichevenbecomestheobstacleincommunication．1．3LayoutofthepresentstudyThecurrentpaperconsistsofsixchapters．InChapterOne，theauthorintroducessignificanceandthelayoutofthepresentstudy．Boththeoreticalandpracticalsignificancesareintroduced．TheresearchofEFLlearners’learningstylepreferencesinChina,especiallythecombinationoflearningstylepreferencesandgrammarachievements，hasbeenignoredformanyyears．ThepresentpaperispurposefullydesignedtomakesomecontributionstoEFLlearners’learningstyleresearchinChina．Asanothervariable，thegrammarachievement，whichhasbeenchosen，hasboththeoreticalandpracticalsignificanceswhichwillbediscussedinChapterOne．Thesecondchapteristheliteraturereviewofthepreviousstudies．Twoelementsareincludedintheliteraturereviewpart，thereviewofrelativeresearchoflearningstylesandthereviewoftherelationshipbetweenlearningstylesandlearningachievements．WhatwillbediscussedinChapterThreearethetheoreticalfoundationsforthepresentpaper．Inthischapter,therelativetheoriesoflearningstyleareintroduced，suchas 4西南大学硕士学位论文thedefinition，theclassificationoflearningstyleandtherelationshipbetweenlearningstyleandlearningstrategy．ChapterFourpresemstheresearchdesign．Inthischapter,tworesearchquestionsarepresemed：whatarethefeaturesofEFLlearners’learningstylepreferencesandtheirgrammarachievementsandwhatcorrelationCallbefoundbetweenEFLlearners’learningstylepreferencesandtheirgrammarachievements．Consideringtheresearchquestions，theauthorpresemedtheresearchhypotheses．Theresearchproceduresarealsointroducedwhichincludesfourstepsasdiscussedbelow．BythoroughanalysisbasedonSPSS13．0，ChapterFivedealswiththedataanalysisanddiscussion．Inthischapter,theauthornotonlypresentstheresultsoftheresearchbutalsogivesadetaileddiscussionontheinvestigation’Sfindings．Finally,aconclusionislaidout，inwhichtheimplicationwillbegiventotheforeignlanguageteaching，especiallytheteachinginChina． ChapterTwoLiteratureReviewIntheliteraturereviewoflearningstylepartbothresearchesrelatedtolearningstyleandtheresearchesoftherelationshipbetweenlearningstyleandlearningachievementsareincluded．2．1ResearchesrelatedtolearningstyleManyresearches(Clump，2003；Keirsey,1998；Biberman&Buchanan，1986，ascitedinXin，2006)haveprovedthatlearningstylesarerelatedtomanyelements，suchaslearningenvironment，learningstrategies，EFLlearners’personalcharacteristics，gender,majorsandSOon．Clump’S(2003，citedinXin，2006：7)researchshowsthat，exceptlearningachievements，learningenvironmentaffectsEFLlearners’formationoflearningstyles．Therearealsomanyresearcheswhichareabouttherelationshipbetweenlearningstylesandleamingstrategies．Aftertheresearchonthestudentsofdifferentleamingstyles，Willyard(2000)findsthatthestudentswhoarecreativeandexplorativepossesstheleamingstylesofplanning，andthestudentswhoareresponsiblefortheirstudyinclinetosetupinterdependentrelationshipwiththeirteacher,andpossessthelearningstrategyofaskingforhelp．Keirsey’S(1998，ascitedinXin，2006：7)researchfindsthatstudentswithdifferentcharacteristicshavedifferentlearningstyles．Takesensorystyleforexample，studentsofvisualstyleliketogetinformationbyvisualsimulativemeanssuchasvideotapes，picturesandslides．Studentswithauditorylearningstyleinclinetogetinformationbylisteningtosongs，poemsandSOon．Studentswithtactilelearningstylelikeoperativework，andmaygetexcellentachievementsinoperativestudy．Studentswithdifferentsensorylearningstyleshavetheirownadvantage，whichshouldbematchingwith5 6西南大学硕士学位论文appropriateteachingstyles．Oxford(1991)alsofindsthatthelearningstylesrelatedtoEFLlearners’characteristicswouldaffectthechoiceoflearningactivity．Forexample，extrovertedEFLlearnerslikecooperativelearningactivityandwouldbeactiveinalternativein-classactivity．ButintrovertedEFLlearnersalenotgoodatgettingalongwithothers，SOtheylikeindependentlearningactivityorcooperatewiththelearnerstheyarefamiliarwith．ResearchesalsoshowthatEFLlearnerswithdifferentgendersandmajorshavedifferentlearningstyles．Matthews(1994，ascitedinXin，2006：7)holdsthatstudentsofsciencepreferappliedlearningactivity,butstudentsofartlikenotionallearningactivity．However,onthequestionofwhethergenderhaseffectonlearningstyle，researchers’resultsarenotinaccordancewitheachother．Onthefoundationofpreviousstudy,Severiens(1997，ascitedinXin，2006：8)statesthatinlearningstyle，leamers’genderdifferencesalesubtle，butsubjectdifferencesareobvious．However,otherresearchersfoundtheobviousdifferencesongender，forexample，Carder(2009)discoveredinhisresearchthatmalelearnersinclinedabstractandstep-by-steplearningstyle，butfemalelearnerslikegeneralandrandomone．Irvin’S(2007)researchindicatesthatonthesubjectsofmathematics，economy,sociologyandeducation，maleandfemalelearners’learningstylesdifferfromeachothergreatly．Andtheyalsosuggestthatlearnersshouldchoosetheappropriatesubjectforthemselvesfortheirfuturedevelopment．Researchesonlearningstyleindifferentculturesarealsoabundant．SomeresearcheshaveshowedthatlearningstyleWasaffected，directlyorindirectly,byculture，custom，(Nelson，2002)familyandschool(Kolb&Fry,1979)，andtheknowledgelearnershaveacquired(Kirby&Boulter,1999，ascitedinReid，2002)．Andteachersshouldadjusttheirteachingmethodaccordingtostudents’learningstyles．Ron&Scollon(2000)thinkthatpeoplearebomtotheirculture，andtheyarecustomtothefixedculture．Butindifferentculturebackgrounditisdifficulttogiveplaytotheirtruelevel．Luo(2005)findsthatlearnersofdifferentracesalsohavedifferentlearningstyles．Furthermore，therelatedresearchoflearningstyleinotherfields，suchasschooltypes，educationtypes，secondlanguageacquisition，Englishteaching，mediumteaching，mathematicsandothersubjects，alsoownsabundantachievements．ItCanbeconcludedthattheresearchesrelatedtolearningstylehasachievedgreat achievements，andtherelatedelementsincludedarewide．InChina，mostoftheresearchesonlearningstyleconcentratedoncognitivest)，le-—field-dependentandfield-independent．Researchersrelatedcognitivestyletostudy．Forexample，Zhangandotherresearchers(1988)didtheresearchontherelationshipbetweencognitivelearningstyleandteachingmethods，majors，introvertedandextrovertedpersonalcharacteristics，leadership，interest，genderandSOon．Accordingtothedifferentcharacteristicsoffield-dependentandfield—independentlearningstylewhenappliedtolanguagelearning，theysetupcorrespondingteachingstrategies．Theresultoftheirresearchshowsthatdifferentcognitivelearningstylesaffectstudents’learningachievementsdifferently．Teachersshouldchoosetheteachingstylesinaccordancewithlearners’cognitivelearningstyles，whichcanhelplearnerstoexerttheirability,thus，bringbetterteachingeffect．InChina，manyresearchesapplylearningstylesintoteaching，especiallyintoEnglishteachingandmediumteaching．Forexample，Chen(2004)andHuang(1998)discusstheimportanceoflearningstyleonEnglishteaching．Takingthetheoryoflearningstyleasguidance，Pan(2002)proposesacasestudyofindividualizedinstructioninclassusingmediumandweb-assistantteachingskills，andexploresthewayofimprovingteachingqualitybyusingmediumandweb-assistantteachingskills．Furthermore，somescholars(Hu，2002；Feng，2004，Liu，2004)commenceresearchesonlearningstyleindifferentfields．Theyproposethreepoints：theapplicationofleamingstyleintoChinese，English，chemistryandothersubjectteachingfromdifferentperspective；theeffectandrequestoflearningstylediscrepancyonteaching；andhowtoadoptappropriateteachingmethodsaccordingtolearners’learningstylestoreachtheteachingobjectives．Lu(2006)takes8graduatenon-Englishmajorstudentswhostudiedabroadand30seniorundergraduateEnglishmajorstudentsassubjectsandcommencetheresearchtofindtheinfluenceofcultureonlanguagelearningstyles．Shefindsthatstudents’languagelearningstylesareaffectedbytheirlocalculture，teachingstylesandexaminationways．Excepttheabove，theresearchesonadultandcollegelearners’learningstylearerelativelyabundant．Basedontheinvestigationintocollegestudents’learningstate，Deng(2003)findsthatholisticcollegeleamersinclinedtomasterlearningmaterialinawholeandtheyaregoodatguessing，predictingandreasoning．Butanalyticalcollegelearnerspaymuchattentiontodetailsandlogicalanalysis，andlikeregularstudy．Hisresearchalso 8西南大学硕士学位论文findsthatintrovertedcollegestudentsinclineindependentstudy,butextrovertedcollegestudentslikecommunicatingwithothersintheirlearning．Yu(1997)andotherscholarsalsodidresearchesontheleamingstyleofcollegestudentsandadultlearners．Theirresearchesshowthatadultlearnersandcollegestudentshavestrongsensoryability,andtheyinclinetoabstractandintrovertedlearningstyle．2．2ResearchesontherelationshipbetweenlearningstyleandlearningachievementsOverviewingtheempiricalresearchesbothinChinaandinthewest，mostareabouttherelationshipbetweenlearningstyleandleamingachievements，forexample，theresearchesmadebyPeck，S．，Oxford，R．(Reid，2002)andotherChinesescholars．Heresomeoftheresearchesarelaidout，includingabroadandinChina．Ontheresearchoftherelationshipbetweenlearningstyleandlearningachievements，alltheresearchesgetthesameresultthatlearners’learningstyleandtheirleamingachievementsrelatedtoeachothergreatly,andsuccessfulEFLlearnersaretheoneswhoselearningstylesareinaccordancewiththeirteachingstyles．Amongthevariousresearches，Dunns’areprominent，whoseresearchesareappliedtovariouskindsofAmericanschoolsandgrades．Accordingtotheirresearchresult，theteachingwhichintegrateslearningstyletheorywithitcanenhancestudents’learningachievementsobviously,andcanhelpstudentsoflowlearningachievementsexerttheirlanguagelearningpotential．Whentheteachingstylesareinaccordancewithleamers’learningstyles，andlearnersrealizetheirownlearningstyles，notonlylearners’learningachievementswouldbeimproved，butalsotheirlearningenthusiasm，attitudetowardslearning，eventheirviewpointtowardstheworldwouldbeenhanced．Theyhavelearnedthewaytostudyandarefavoredonlearning．Forthesestudentslearningmethodsareveryeasytomaster,andtheyfirealsowillingtodealwithnewandcomplexlearningtasks．Manyscholarsalsofindthatlearnersofhiighlearningachievementsandtheonesoflowlearningachievementshavedifferentlearningstyles(Smith&Holliday,1986；Ricca，1983；Stewart，1981；Wasson，1980)．Comparingwithlearnersoflowlearning ChapterTwoLiteratureReview9achievements，learnersofhighlearningachievementshavestrongerlearningenthusiasm，moreactivepersonality,flexibilityandtheirlearningmotivationisalsomuchstronger．Furthermore，learnersofhighlevellearningachievementsareindependentintheirstudy,withoutrelianceontheoutsideworldandtheclassenvironment．However,learnersoflowlevellearningachievementsinclinetoregularlearningenvironment，liketobeaccompaniedbyothersandtheyhaveverylowlevelofself-consciousness．Collinson(2000)alsodidanalysisonlearners’learningstyles，hefindsthatlearnersoflowlevellearningachievementsinclineregularlearningenvironment，butlearnersofhighlevelachievementspreferindependentlearningactivity．Myers’(1990)researchindicatethatintuitivelearnersareeasiertobesuccessfulthanlearnersoffeelingstyle．Andcomparedwithlearnersofmoderateandhighlevellearningachievements，leamersoflowlevellearningachievementsprefercarryingtheirlearningactivityintheafternoon．Furthermore，somescholarsalsotakeresearchesonthematchingofteachingenvironmentsandlearners’learningstyles．Evans(2008)findsthatwhenteachingstylessuitlearners’learningstyles，leamers’attentionandtheirleamingabilityCanbeenhancedgreatly．Klavas(1993)findsthatwhenclassenvironment，teachingplanandotherrelativeelementsmatchwithlearners’learningstyles，students’leamingefficiencyCanbeenhancedobviouslyandlanguagelearningbecomeeasierforthemtoobtainsuccesses．Learnerswhoselearningachievementslevelarelowcanalsobeimprovedgreatly(Kolb，1984；McCarthy,1980；Sim&Sims，1995)．Oxford(1991)findsthemismatchingofteachingstyles晰ttllearners’learningstyleswouldcausemanydisadvantages，forexample，learnerswouldfeelboredwithlanguagelearning，theycannotconcentrateinclass；theywouldfailinthetest；theymayloseconfidenceinsomesubject，andtheywouldthinkthattheyarenotgoodatthelearningofthissubjectandwouldgiveitupatlast．Throughresearches，Honigsfeld，A．&Dunn，R．(2009)alsounfoldthatwhenteachers’teachingstylesareinmismatchwithlearners’learningstyles，itwouldcauselearners’lowlearningachievements．AlthoughthelearningstyleresearchinChinaisnotasabundantastheoneabroad，theresultoftheempiricalresearchesbyscholarsinChinaaremeaningful，suchasresearchesmadebyWangChuming(1992)，YuXinle(1997)，DengJunmin(2003)andSO0n． lO西南大学硕士学位论文RevisingReid’SPerceptualLearningStylePreferencesQuestionnaire，professorWangChuming(1992)investigatethelearningstylesof490undergraduatesin1992．Hisconclusionsinclude：1)learningstylesarerelatedtolearningstagesandtheirrelationshipmaybecausedbythestudents’differentlearningperiodsintheuniversity；2)learnings够lesarerelatedtolearningachievements，forexample，thestudentswhoisincapableoflisteningandreadingusuallyprefervisualmodality．Yu’S(1997)paperon“AStudyofLearningStylesofEnglishMajorUndergraduatesinChina"’repoflsthefindingsfromanexploratorystudyoflearningstyledifferencesamong149EnglishmajorsinthreeuniversitiesinBeijing．Itisfoundthatthereisnomarkedgenderdifferenceonleamingstylesandmostofthelearningstyles，excepttheabilitiesforconcrete-sequenceandmemory,havenosignificantrelationshipwithEnglishlearningachievements．Deng(2003)hadapaper“AnEmpiricalStudyofLearningStrategies，LeamingStylesandEnglishProficiency”，whichreportedasurveyontheEnglishlanguagelearningstrategiesandlearningstyles、^，ithsubjectsofagroupoftertiary—levelsciencestudents．ItisfoundthatthereissignificantvariationinEnglishproficiencyinrelationtocognitivestrategy．Furthermore，leamingstylesarediverseamongthelearners．However,nosignificantassociationisfoundamongEnglishachievementsandlearningstyles．Yan(2004)takestheresearchonthecorrelationbetweenthediversefeatureoflearningstyleandstudents’learningachievementsandfindsthatthecorrelationbetweenthetwovariablesissignificantlycorrelated．Wu(2004)showsthatthedifferentdimensionsoflearningstylesarecorrelatedwithlearningstrategiesandlearningmotivations．Andstudentsoflowandhighlearningachievementshavedifferentlearning咖lesonthedimensionsconcrete—abstractandreflective—activelearningstyles．WangandXu(2005)findthatlearningstylescanbeusedinpredictingstudents’learningachievements．AlthoughSOmanyresearcheshavebeencarriedout，fewtakegrammarfactorintoconsideration，nomatterabroadorinChina．Andthisisjustwhattheauthorintendstodo． ChapterTwoLiteratureReviewI12．3LearningstylemodelresearchSimilartothedefinition，thereisalsonofixedclassificationforlearningstyle．Manyresearchershaveclassifiedlearningstyledifferentlyaccordingtodifferentstandards，suchasDunnandDunn(1978)，Reid(1987)，DavidKolb(1984)，Willing(1987)，andOxford(1991)．Basedonthemodelsproposedabroad，Chineseresearchersalsoputforwardtheirownlearningstylemodelssystematically．2．3．1TheDunns’learningstylemodelDunnandDunnareamongtheearliestresearchersworkingontheclassificationoflearningstyle．Theyaretheearliestresearcherswhopayattentiontotheelementsofenvironmentandphysiologicalinlearningstyle．Intheirclassification，21elementsaredistributedtofivecategories．Theyareenvironmental，physical，emotional，sociologicalandpsychological(1987)．Themodelisdescribedbelow：Table2．1Elementsofanindividual’SlearningstyleLearningstyle21elementsofanindividual’SlearningstyleEnvironmentallightsoundtemperaturedesignstructurePhysiologicalperceptiontimeposturemobilityintakeEmotionalmotivationpersistenceself-confidenceSociologicalselfpartnerteammentorvariedPsychologicalleft-brain，right-brainanalytical，reflectionalreflective，impulsiveAlthoughDunns’learningstylemodelcoversawiderangeoflearningstyleelements，includingenvironmentalandphysiological，itstillhasitsweakness．Ascanbefoundthattheenvironmentalandphysiologicalcategoriessharesomecommonpoints，forexample，bothofthemdealwiththelearningstylepreferencethatindividualsindicateintheinteractionwiththeenvironment．2．3．2Reid’sperceptuallearningstyleBasedonlearners’learningpreferenceonperception，JoyReid(1978)designedaPerceptualLearningStyleModality．Inhismodel，hedividesanindividual’Slearningstyleintothreemaincategories：cognitivelearningstyles，sensorystylesandpersonalitystyles． 12西南大学硕士学位论文Sixelementsaredistributedinthecategory．Theyarevisual(seeing)，auditory(hearing)，kinesthetic(whole—bodymovement)，tactile(hands—on)，groupandindividualtypes．Studentsofdifferenttypesshowdifferentcharacteristics，forexample，studentsofvisualtypeliketoreadandgetinformationbyvisualstimulation；butauditorystudentspreferlectures，conversationsandoraldirections；Kinestheticandtactilestudentsareabletoperformwellinthelearningactivitiesrelatedtomovementandtangibleobjects，collagesandflashcards．ComparedwithDunns’learningstyleclassification，Reid’Sperceptuallearningstylemodalityismuchclearer．However"becauseoftheadvantageofclearness，Reid’Sclassificationmayomitsomeaspects，suchasmotivationelement，confidenceelementetc．2．3．3Kolb’SlearningstylemodelKolbcharacterizeslearningstylesindynamicandcyclestaticterms．He(1993)proposesfourkindsoflearningstylesfromtheperspectiveofperceivingandprocessinginformation．Thenaturalsequenceforlanguagelearningcontainsfourstages：concreteexperience(animmediate，involved，feelingapproachtolearning)，reflectiveobservation(anapproachbasedonobservationandexplorationofmeaninginsituationsandideas)，abstractconceptualization(anobjective，analytic，conceptualapproachtoleaming)，andactiveexperimentation(anactive，practical，pragmaticapproachtolearning)．ThedetailedinformationaboutKolb’SlearningstylemodelwillbestatedinChapterThree．2．3．4Willing’SlearningstylemodelInhisstudyofimmigrantsinAustralia，Willing(1987)usesKolb’S(1976，ascitedinZhou，2006)ideasofconcrete／abstractdimension，andalsoaddshisownproposaloftheemotionalelementandtheanalytic／holisticdimensiontodevelophisownfourlearningstyletypesspecifictoL2learning．InordertoseehowtheyarerelatedtoKolb’Slearningst)rlemodel，wehaveincludedKolb’Sstylesinparenthesis．Willing’SlearningstylesforL2learning：1)Communicativelearners(Accomodators)：Theyareinterestedinstudyinglanguageforlanguageusebutarenotinterestedinanalyticalstudy．Theyareholisticlearnerswhoarerisktakersandliketolearnoutsidetheclassroom，therefore，seekingopportunitiestoengageincommunicationwithnative ChapterTwoLiteratureReview13speakers．2)Concretelearners(Divergers)：theselearnersliketheclassroomwithauthorityandorganization，butalsolikethesocialaspectoftheclassroom．Theyarepeopleorientedandareinterestedinlanguagecommunicationpurpose．3)Conformists(Assimilators)：Thesearesolitaryanalyticallearnerswholiketolearnaboutthelanguageratherthanuseit．Theyseelanguagelearningasasystematicprocessandrelyonothersasexperts，thereforeseekingauthorityfigures．Theylookforwell·organizedteacherswhoprovidestructure．Theyfunctionwellinnon-communicativeclassrooms．Theyliketofollowinstructionsandthetextbook，preferringavisualstyletolearning．4)Convergers(usethesametermasKolb)：Theyareactivesolitarylearnerswhodislikegroups．Theyseelanguageasanobjectofstudy,notsomethingtoexpressaffectiveorpersonalvalues．Theywouldratherleamaboutthelanguage(metalinguisticknowledge)TheabovestatementaddressesUSthatthedevelopmentofbothKolbandWilling’Slearningstylemodelsrelatetoeachotherclosely．Kolb(1976，ascitedinZhou，2006)putsforwardlearningstylemodelfromtheconcrete／abstractdimension，whichWasadoptedbyWilling(1987)toproposehisownlearningstylemodelbyaddinganotherdimensionofpersonality．AdoptingWilling’Sproposalofpersonalitydimension，Kolb(1993)modifiedhisleamingstylemodelintoanewoneashasbeenstatedabove．2．3．5Oxford’SlearningstylemodelEnteringinto1990s，scholarsstillputforwardtheirownlearningstylemodelsconstantly．Oxfordbecomesoneofthem．Inthebeginningof1990s，Oxford，R(1991)didrelativelydeepresearchonlearningstylepreferences，andproposedherownlearningstylemodel．Shedivideslearningstyleintofivecategories．Theyaresensory(auditory,visualandhands-on)，personalcharacteristics(extrovertedandintroverted)，informationprocessing(intuitiveandconcrete／sequential)，informationacceptance(closedandopen)modeofthinking(analyticandglobal)．Shestatesthatstudentsgetinformationthroughtheirsensorychannelincludingvisual，auditory,andhands-on．Studentsholdingdifferentlearningstylepreferencespreferdifferentkindsoflearningactivities．For 14西南大学硕士学位论文example，visualstylestudentsinclinevisuallearningmaterials，studentsofauditorystyleprefergettingimprovedbylisteningactivities，studentsofhands-onstylelikepracticalactivitiesandmaypossiblyworkwellinthelearningonpracticalskills．Extrovertedstudentspreferinteractiveactivities，butintrovertedstudentsmayperformwellinindependentlearningactivities．Forintuitivestudents，theyareinfavoroflearningbyguessing，butforsequentialstudentsinclinelearningstepbystep．AlthoughOxfordhasproposedacleardivisionoflearningstyle，shehasleftoutsomeimportantaspects，suchaStheenvironmental，attitudinaltowardslearningandSOon．Andthishascausedtheoccasionalapplicationofitastheoreticalfoundationsbyresearches．2．3．6ModelsproposedbyChinesescholarsInChina，theresultoflearningstylemodelresearchisalsoabundantandvarious．ManyresearchershavetouchedupontheclassificationofEFLlearners’learningstyles(Tan，1995；Lu，2003；Liao，2000，Jiang，2002)．Aftersummarizingtheresearchesoflearningstyleclassificationeastandwest，Tan(1995)dividesEFLlearners’learningstyleintothreemainaspects：physical，psychologicalandsocial．Tan’SdivisionoflearningstyleprovidesveryimportantacademicresourcesforthelearningstyleresearchinChina．Lu(2003)putEFLlearningstyleintofourdimensions：viewforlearning，learninginclination，processingstrategyandmanagementstrategy．TheclassificationoflearningstyleinChinaisalsoinamess．Inordertodividelearningstyleinanaccurateandclearway,Jiang(ascitedinLead-inofReid，2002)makesasummary,whichispresentedfollows：Table2．2JiangZukang’SlearningstylemodalityLearningstylesElementsofeachlearningstylePerceptuallearningkinesthetictactilemodalitiesvisuallearningauditorylearningfield—dependent，analytical，Cognitivemodalitiesreflective，impulsivefield-independentholisticEmotionalandpersonalintroverted，modalitiesextrovertedcmegorywidthtoleranceofAmbiguity ChapterTwoLfferatureReview15In2000，basedonthedetailanalysisoftheChinesestudents，Liao(2000)alsoproposedEFLlearnerslearningstylemodelfromfourdimensions，sensorychannel，lifestyle，cognitivestyleandbrainlaterality．ThedetailcategoryisshowedinTable3．5．Table2．3LiaoZeying’SlearningstylecategorysensoryPerspectivelifestylecognitivestylebrainiateralitychanneIfield．dependentandvisual，field-independent；Learningauditory,regular,reflectiveandcompulsive；leli．brainandstyleandsocial·oriented，andholistieandanalytic；right-brainpersonal-orientedtactileabstractandconcrete；introvertedandextroveaed ChapterThreeTheoreticalFoundationsforthePresentPaperSincethepresentstudyaimstoinvestigatethecorrelationbetweenEFLlearners’learningstylepreferencesandtheirgrammarachievements，itisnecessarytobuildatheoreticalframeworkforthecurrentpaper，whichincludesthedefinitionoflearningstyle，thecharacteristicsofEFLlearningstyles，learningstylemodelsandtherelationshipbetweenlearningstyleandlearningstrategy．3．1DefinitionoflearningstyleBeforedefininglearningstyle，thedifferencebetweenlearningstyleandlanguagelearningstyleshouldbestated．Inthenarrowsense，learningstylereferstothegeneralapproachusedinlearningsomesubject(Comer，1983：9)．Butlanguagelearningstylereferstotheapproachemployedinlanguagelearning(ShipmanandShipman，1985，ascitedinReid2002：34)．However，inthefieldofappliedlinguistics，thelearningstyleactuallyreferstolanguagelearningstyle，SOdoesitinthepresentstudy．Thetermoflearningstylehasbeenusedinvariousandsometimesconfusingways，ofteninterchangeablyusedwiththetermsofcognitivestyle，learningstrategyandSOon．Learningstrategiesrefertothemethodsemployedbyalearnerinmasteringmaterial(reviewing，monitoring，practicing，andnegotiationofmeaning)．Whilethedefinitiononlearningstylehasbeengivenbymanydifferentscholars，thereisstillnoagreed-upondefinition．Reviewingtheliteratureonlearningstyles，onemaybeshockedbythewiderangeofdefinitionsusedtodescribeit．Table3．1describesthevariousdefinitionsproposedbyresearchers．16 ChapterThreeTheoreticalFoundationsforthePresentPaper17Table3．1DifferentdefinitionsoflearningstyleScholarsDefinitions“⋯thecharacteristiccognitive，affectiveandphysiologicaltraitsthatserveasrelativelystableindicatorsofhowlearnersperceive，interactwithandKeefe(1979)respondtothelearningenvironment⋯Learningstyleisaconsistentwayoffunctioning，thatreflectsunderlyingcausesofbehavior"’(p．4)Kolb(1984)Anindividual’Swayofperceivingandprocessinginformation．Ehrman&Oxford，‘‘preferredofhabitualpattemsofmentalfunctioninganddealingwith(1990)newinformation”(p．311)“⋯ageneralpredisposition，voluntaryOrnot,towardprocessingSkehan(1991)informationinaparticularway”(p．288)‘‘thecharacteristicwaysinwhichindividualsorientatetoproblemEllis(1994)solving”(P．499)Kate(ascitedinReid，“⋯allindividual’Snatural，habitualandpreferredwaysofabsorbing，processing,andretainingnewinformationandskillswhichpersist2002)regardlessofteachingmethodsorcontentarea．”(P．171)“⋯whencognitivestylesarespecificallyrelatedtoaneducationalBrown(2002)context，whereaffectiveandpsychologicalfactorsareintermingled，theyarereferredaslearningstyles”．Amongthedifferentdefinitionsabove，theauthorofthepresentpaperagreesonKolb’Sproposalofleamingstyle．Inhisopinion，anindividual’Slearningstylereferstohiswayofperceivingandprocessinginformation(Kolb，1993)．Heviewsanindividual’Slearningstylefromtwodimensions，cognitiveandpersonal．3．2CharacteristicsofEFLlearners’learningstylesThecharacteristicsofEFLlearners’learningstylepreferencesareascomplexasitsdefinition．ThereisrioagreedideaonthefixednessofEFLlearners’learningstylecharacteristics．Somescholarholdtheideathatlanguagelearners’learningstylesarefixedonthepoleofthecontinuumoffield—dependentandfield-independence(Hawkey,1982，ascitedinReid，2002)．Butsomebelievethatlanguagelearners’learningstylecanbestretchedOutbytraininginordertodealwithdifferentlearningtasks(Holec，1987；Chapelle，2002，ascitedinReid，2002：158)．Anothersomescholarthinksthatlanguagelearnersareborntobedynamicinlearningstyle，andtheyCanadjusttheirstyleswhen 18西南大学硕士学位论文confrontingdifferenttasks(Brown，1994)．WitkinandGoodenough(1981，ascitedinReid，2002：160)statethat“⋯individualsmaydifferintheircognitivestyleflexibility．”ItindicatesthatsomelearnersaremorefixedintheirFI／FDorientation，whileothersaremobileshowingcharacteristicsofbothFIandFD，dependingondifferentlearningsituations．However，itiscommonlyrecognizedthatlanguagelearners’learningstylepreferenceslieonthecontinuumofFI／FD，withnoonebeingfixedonanypoleofthecontinuum．InSHITI，ashasbeenverifiedbyliteratureabove，althoughEFLlearners’learningstylesarefixedandunchangeable，itstillCanbestretchedouttodealwithdifferentlearningtasks．Andthisprovidesthetheoreticalsupportforthefeasibilityofthisresearch．3．3Kolb’SlearningstylemodelKolbcharacterizeslearningstylesindynamicandcyclestaticterms．He(1993)proposesthatthenaturalsequenceforlanguagelearningcontainsfourstages：concreteexperience(animmediate，involved，feelingapproachtolearning)，reflectiveobservation(anapproachbasedonobservationandexplorationofmeaninginsituationsandideas)，abstractconceptualization(anobjective，analytic，conceptualapproachtolearning)，andactiveexperimentation(anactive，practical，pragmaticapproachtolearning)．BasedonWilling’S(1987)proposalofactive／passivedimension，Kolb(1993)categorizeslearningstylefromtwodimensions，learners’cognitiveprocessandtheirpersonalities．Accordingly,fourkindsoflearningstyletypesareproposed：theyareDiverger(FDpassive)，assimilator(FIpassive)，converger(FIactive)andaccommodator(FDactive)．Thefourstagesofthecyclerepeatinsuchawaythatwhentheendofonecycleisreached，anewcycleCanbestarted，thatthereisaneedtoconstantlyleam，butatprogressivelydeeperandmorecomplexlevels(Skehan，1998：87)．AccordingtoReid(2002)，everylearningstyletypeinKolb’Shasitsownadvantage，whichwillbelaidoutbelow．Forthestudentsofconvergerlearningstyletype，itwouldbemoreeffectiveforthemtolearniftheyareabletoperceiveabstractlyorprocessactively；ifstudentsofdivergerhavetheopportunitytolearnconcretelyandreflectively,thelearningresultwillbeprobablysuccessful；forstudentswithassimilatorlearningstyle够pe，theyCanlearneffectivelywhentheyareabletoperceiveabstractlyandtoprocess ChapterThreeTheoreticalFoundationsforthePresenlPaper19reflectively；andaccommodatorswouldbesuccessfuliftheyaleabletoperceiveconcretelyandtoprocessactively．Althougheachlearningstylehasitsownadvantages，learnerswithdifferentlearningstyletypesmayobtaindifferentlearningachievementswhenconfrontingwithsomefixedleamingitems．Basedonthistheory,thepresentpaperwillmaketheresearchaboutthecorrelationbetweenEFLlearners’leamingstylepreferencesandtheirgrammarachievements．Table3．2KolbLearningStyleDiagram(Kolb，1993)KOImLEAl≮NINGSTYlESDIAGRA^廑』=ActivcE印erimentation．《AE)(Dotng)Concre健翰睁i锄鸵(C笆)(Feelha8)‘jD】|ige艘s≮瓜歹．，／AbstractConceptuallzatiort(^；Q(Thinking)．ReneetlveObservation(RO)(Watehing》3．4RelationshipbetweenlearningstyleandlearningstrategySincelearningstylesareoftenconfused晰thlearningstrategies，itisnecessarytostatetherelationshipbetweenthem．AccordingtoReid(1998)，learningstylesrefertothe“internallybasedcharacteristics，oftennotperceivedorconsciouslyusedbylearners，fortheintakeandcomprehensionofnewinformation”(p．ix)，butlearningstrategiesreferto“externalskillsoftenusedconsciouslybystudentstoimprovetheirlearning”(p．ix)．Aslearningstylesalethoughttobe‘internallybasedcharacteristics’，itCanbesaidthattheyalerelativelystableandnotlikelytochangeovertime．Aftertheproposalofthis 20西南大学硕士学位论文viewpoint，Oxfordturnsouttobethefirstscholartosupportit，andshestatesthatsomelearners’characteristicssuchas‘‘learningstylesandpersonalitytraitsaredifficulttochange”(1990：12)．Thelearningstrategies，ontheotherhand，areviewedtobe“externalskills”．Comparedwithlearningstyle，learningstrategiesalemucheasiertochangeovertimeanditisliabletothetaskandmaterialsusedinthelearningenvironment．Oxford(1990)alsoclaimsthat“learningstrategiesareeasiertoteachandmodify”(p．12)throughstrategytraining．Ingeneral，learningstylehasthephysiologicaltrait，butlearningstrategiesCanbelearnedtofitforthesituationsandtasks．Althoughthedifferencesbetweenthetwoconceptsaredistinctashasbeenpresentedabove，theyarestillrelatedtoeachotherclosely．Oxford(1990)proposesthatlearningstylecontainlearner’Sgeneralinclinationtousecertainlearningstrategieswhenconfrontingdifferenttasks．Brown(1994)claimsthatlearningstrategiesdonotoperatebythemselves，butratheraredirectlylinkedtothelearner’Sinternallearningstylesandotherpersonality-relatedfactors． ChapterFourResearchDesignThischapterwillbedevotedtotheresearchdesignandresearchmethod．Theresearchwillbeexplainedindetail，includingresearchquestionsandhypothesis，subjectsandinstruments，thewholeproceduresandthedataanalysismethods．Thestudyisdescriptiveinnature．Thequantitativeresearchmethodisadoptedmainly．SPSS13．0isappliedindataanalysis，includingPearsonCorrelationAnalysisandSimpleLinearRegressionAnalysis．4．1ResearchquestionsandhypothesisResearchesonthecorrelationbetweenEFLlearners’learningstylesandtheirlearningachievementsisabundant，especiallyintheChineseenvironment，ashavebeenreviewedinTwo．However，fewresearchestouchuponthecorrelationbetweenEFLlearners’learningstylesandtheirspecificleamingachievements．Inoneandtwo，theimportanceofgrammarinEFLlearners’acquisitionprocessandtheprobabilitypropertyofstretchingoutofEFLlearners’learningstylehavebeenstated．Languagelearners’leamingstylescarlbeStretchedoutbytraininginordertodealwithdifferentleamingtasks(Holec，1987；Chapelle，2002，硒citedinReid，2002：158)．Anothersomescholarthinksthatlanguagelearnersareborntobedynamicinlearningstyles，andtheycanadjusttheirstyleswhenconfrontingwithdifferenttasks(Brown，1994)．Ifteachersknowtheleamingstyleoftheirstudents，itwillseempossiblefortheteacherstopayattentiontostretchouttheirstudents’learningstyleswhicharefitforgrammarlearning．Oncelearnershavemasteredthelearningstylewhichisspecificforgrammarlearning，thegrammarachievementsshouldbeeasytobeenhanced，whichalsocontributestotheintegralityofEFLlearners’languageacquisition．21 22西南大学硕士学位论文4．1．1ResearchquestionsBasedontheabovecompellingneed，theresearchquestionsarefocusonthefollowingtwopoints：Question1：WhatarethelearningstylesforEFLlearnersmajoringinEnglishandhowabouttheirgrammarachievements；Question2：WhatkindoflearningstyleisthemosteffectiveoneforgrammarlearningintheKolb’Sfourkindsoflearningstyles(accommodator,diverger,assimilatorandconverge07TheanswertothefirstquestionisbelievedtoclarifyEFLlearners’learningstylesandtheirgrammarcompetencestate．AndtheanswertothesecondquestionCanbeusedtofindoutthekeypointtosolvetheproblemofgrammarlearning：themosteffectivelearningstyletypeforgrammarlearning．4．1．2ResearchhypothesisSupportedbythetheoreticalandpracticalsignificanceabove，theauthorwouldliketopresenttwohypotheses：Hypothesis1：EFLlearnerswhoselearningstyleisconvergerwouldgetrelativelyhighscoresingrammartest．Hypothesis2：Thecorrelationbetweenconvergercoefficientandgrammarscoreswouldbesignificantlypositive．Thepresentstudyaimstotesttheabovetwohypothesis，andthustoanswerthecorrespondingresearchquestions．4．2Subjectsandinstruments4．1．3Subjects55seniorstudentsfromtwoclassestookpartinthepretestforlearningstyleandgrammarachievementstestingwith9boysandtheleft46girls．AllthestudentsmajorinBusinessEnglishinschoolofforeignlanguages，SouthwestUniversity．AndallofthemarenativespeakersofmandarinChinese．Theyusedabout30minutestofinishtherevisedLeamingStyleInventoryandthedesignedGrammarTest(errorcorrection)． Fortheposttest，75seniorstudentsmajoringinBusinessEnglishinschoolofforeignlanguages，SouthwestUniversity,wererecruited，17boysand58girls．AllofthemarenativespeakersofmandarinChinese．Thestudentsrangedfrom21to25yearsold，withameanageof23．AllthesubjectshavepassedCET4withtheaveragescoreof70．3．Therefore，averagelythesubjectshavebeenlearningEnglishforatleast9years(6yearsatmiddleschool，3．5yearsatSWUasEnglishmajors)andaresupposedtobeadvancedlearnersofEnglish．SincethesubjectschosenaretypicalEFLleamers，theirleamingstylesandgrammaticalcompetencedeterminesnotonlytheirowncharacteristics，butalsothewholelevelofthegrade．4．1．4InstrumentsTwokindsofinstruments(aquestionnaireandtwotests)areappliedinthepresentresearch．TheyaretheRevisedKolb’SLearningStyleInventoryandtheDesignedGrammarachievementstest．Therevisinganddesigningworkhasbeencomplicatedasaddressedbelow．4．1．4．1Kolb’sLearningStyleInventoryThequestionnaire，Kolb’SLearningStyleInventory(LSI)(Kolb，1999)isorganizedinto12sentenceswithachoiceoffourendings．Andeveryendinginthefourcomposesonelearningstylemode，withfourmodesina11．Subjectsarerequiredtorankeachsentenceendinginorder,startingwitha‘‘4’’forthesentencethatbestdescribeshowtheyleam，downtoa“1’’forthesentenceendingthatseemstheleastlikethewaytheywouldleam．LSImeasurestherelativeemphasesofeachoneinthefourmodesofthelearningprocess(concreteexperience，reflectiveobservation，abstractconceptualizationandactiveexperiment)，andtherelationshipbetweenabstractandconcrete，activeandreflectivemodes．TheLSIWasrevisedbytheauthorinthefirstplacetosuittheChineseEFLlearners(SeeAppendixA)．ToprovethevalidityoftherevisedLSI，pretestWasadopted．Bypreciseanalysisontheresultofpretest，theauthorfoundtheconsistencyofthesubjects’learningstylepreferencesonchoicesofthe12sentencesandtherelativeemphasisoneachoneofthefourmodes，withoutanyhugediscrepancyonthechoices，whichreflectedthevalidityoftherevisedLSI． 24西南大学硕士学位论文4．1．4．2DesignedGrammarTestsPretestongrammarachievements(AppendixB)whichincludes36errorsentenceswasdesignedbyusingfourgrammaritems(subjunctivemood，nominativeabsoluteconstruction，attributiveclauseandadverbialclause)．AnditWashandedouttoalltheleamerstodeterminetheappropriategrammartestcontent，whichcanbemosteffectiveintestinglearners’grammarachievements．Aspredictedbytheauthor,subjectsgotthemoderatescoresforthedifficultydegreeofBgrade．Andthisreflecteditsdistinctivefeatureforthegrammarachievementstest．Theauthorchose12sentencesfromBgroupand4sentencesfromtheothergroupsassupplement．Then，therevisedKolb’SLearningStyleInventoryandthegrammarachievementstestweredeliveredtoandfinishedbyallthe75students．Afterthecollectionoftheresults，SPSS13．0wasappliedtodothestatisticalanalysisincludingtwodataanalysismethods，PearsonCorrelationAnalysisandSimpleLinearRegressionAnalysis，whichwillbestatedbelow．4．3ProcedureTodothecorrelationresearchbetweenEFLlearners’learningstylepreferencesandtheirgrammarachievements，followingstepsareinvolved，includingmodifyingKolb’SLearningStyleInventory；diagnosinglearners’learningstyle；designingthegrammartest，doingpretestandposttestandthenanalyzingthedata．4．3．1RevisingKolb’sLearningStyleInventoryInordertodiagnosewhatkindsoflearningstylesthelearnersprefer,revisingworkmustbedoneinadvance．AsKolb’SLearningStyleInventoryismadeuptotestlearners’learningstylesinnon-Chineselearningenvironment，itwouldbenotfullyfitforChinesesubjects、^，imsomewordsorexpressionshardforthemtounderstand．Thus，thefirsttaskofthisresearchWastorevisethequestionnaire．TheinstructionpartinthequestionnaireWastranslatedintoChinese，andtheauthoralsoaddedoneexampleinit(seeAppendixA)．BasedonthewaythatChinesethink，theauthorsometimescrossesOutthewordsor ChapterFourResearchDesign25expressionsandaddssomeunderstandableones．Inthenecessaryplace，Chinesecounterpartwasapplied．Forexample，1．When⋯Iliketo⋯Iliketo．．．Ilikethinking．．．．IliketobedoingIlearn⋯feel．watchand(我喜欢思考)things．(在行动中收获listen．知识)AndforthesentencewhichiShardtounderstand．theauthoralsocrosseditoutandaddedanotherapproximatesentenceonit．4．3．2DeterminingthecontentofthegrammartestInordertogetthevalidgrammartest，pretestisnecessary．Theauthorchose4typicalgrammaritems．Theyaresubjunctivemood，nominativeabsoluteconstruction，attributiveclauseandadverbialclause．Beloweverygrammaritem，threedifficultyranksarelaidout，‘‘A’’standsfor‘‘easy’’．‘‘B’’for‘‘moderate’’and‘‘C’’for‘‘difficult’’．Everydifficultyrankcontains3errorcorrectionsentences．Thenforonegrammaritem，itcontains9errorcorrectionsentences(SeeAppendixBI)．Inall，36errorcorrectionsentencesarepresentedforthepretest(AppendixB2)．55studentstookpartinthepretestandtheyusedabout30minutestofinishit．Assomeofthesentencesdidnotfitfortheirdifficultydegree，theauthoralsodidsomemodifiedwork．Forexample，sentence13inAppendixB3(Wintercomes，itgetscolderandcolder)belongstothedifficultydegreeofstandardA，butasonly30studentsgottherightanswer,itWasadjustedintoBgroup．Afterthepretest，theauthorchose16sentencesfromBgroup，whichcailrepresentedstudents’grammarability,andweretumedtobetypical．Afterthattheposttestpaperforthegrammarteststillcontainsfourgrammaritemswith4errorsentencesundereachitem(SeeAppendixB3)．ThenthepostgrammartestWasconfirmed，ofwhichthefullscoreis16，witheachsentence1point．4．3．3Diagnosinglearners’learningstylesandtheirgrammarachievementWhenlearningstyleinventoryandthegrammartestwereprepared，thenextstepWastodiagnoselearners’learningstylesandtheirgrammarachievements．Thequestionnaireandthetestwerehandedoutto104studentsinfourclasses，andbeforetheinvestigation， 26西南大学硕士学位论文thestudentsweretoldthatthisinvestigationwouldbeusedforacademicresearch，notrelatedtotheirfinalexamortheircoursestudy．Then，theteachershowedthestudentshowshouldtheyfinishthequestionnaireandthetest，andwarnedthemnottoforgetwritingdowntheirpersonalinformation，suchasnames，genders，classes，etc．Studentsused15minutestofinishthequestionnaireandthegrammartest．Aftertheinvestigation，allthehanded—inquestionnairesandtestpaperswerecollectedandfedintocomputer．Assomestudentsdidnothandintheirquestionnairesandtestpapers，thetotalnumberofquestionnairesandtestpaperswereonly75．Byusingthecomputer,eachstudent’SlearningstyleWasdiagnosedaccordingtotheirfinishedquestionnairesandthenumbersofeachlearningstylesforsubjectswereconfirmed(SeeTable4．1)Table4．1EFLlearners’learningstylesLearningstyleAccAssCOilDivMixedNumber102322182Itcanbeinferredfromtheabovetablethatthedifferenceofstudents’learningstyleareobvious．75studentsfinishedthequestionnaireandtheirlearningstyleisdifferentandthedistributionoflearningstyleonthestudentsisnotinbalance．MostofthestudentsbelongtoAssandCon，takingup23and22respectively．ThenumberofAccomodatorstakesup10，Divergerstakeup18，and2studentsaremixedlearningstyles．OneisthemixofConandASSandtheotheroneiSmixofACCandCon．4．3．4Analyzingthecorrelationbetweenlearners’learningstylesandtheirgrammarachievementsAfterdiagnosingstudents’learningstylesandcollectingtheirgrammarachievements，thenextstepistoanalyzethecorrelationbetweenthetwoitems．Inordertoelicittheresultofthecorrelationaccurately,basedonthecharacterofthelearningstyle，theauthor,inthefirstplace，setupavariablewhichwascalledLearningStyleCoefficient(LS-co)，andalsoatypicallearningstyle．Ifthecoordinatepointofitslearningstylescore(ICE．ACI，lRO．AE1)is(36，36)，thenitcanbethoughttobeaperfectlearningstyle．ThentheauthorgivesadefinitionofLS—COas：theoppositenumericalvalueofthedistancebetweenindividual’Slearningstylepoint(LSP)andtheperfectLSEByaccurate analysis，itcanbesaidthatthesmallerthedistanceis，thecloserallindividual’SLSPistotheperfectLSP,andnamelythedegreeoftheindividual’Sbelongingtothislearningstyleishigher．Inordertoavoidtheinconvenienceofanalysisandgetthepositivecorrelation，theauthortakesthevalueofLS．COandUSeS100tominusit．ThenitCanbeinformedthatthehighertheresultis，thehigherthedegreeofbelongingtothislearningstyleis．ThecalculatingmathematicalformulaofLS-COisshowedbelow：LSCO=100—．AfterconfirmingtheLS—CO，theauthormakesscatterdiagramusingthetwovariablesofLS-COandthegrammarscoresofthelearnerstofindoutwhichlearningstylesinthefourshowslineardistribution．ByapplyingSPSS13．0，theauthorobtainsthecorrelationbetweenEFLlearners’LS—COandtheircorrespondinggrammarscores，namelythecorrelationbetweenEFLlearners’learningstylepreferencesandtheirgrammarachievements．4．4DataanalysismethodsInthedataanalysis，twokindsofmethodsareappliedfordifferentdatacollections，PearsonCorrelationAnalysisandSimpleLinearRegressionAnalysis，whichwillbestatedbelow．4．4．1PearsonCorrelationAnalysisAfterthewholeprocedureended，allthehand—inquestionnairesandgrammartestpaperswerecheckedcarefully．ThedataobtainedfromtheLSIandthegrammartestwastypedintoSPSS13．0forstatisticalanalysis．Inthefirstplace，thechoicesweretransformedintovalueaccordingtotheanalyticalrulesofLSI．Subjects’LSPswereconfirmedonebyone(CE—AC，RO-AE)．Then，eachindividual’SLS—COwasaccountedandtypedintoSPSS．Then，inordertoprepareforthecorrelationanalysis，theauthor,inthefirstplace，madeascatterdiagramusingthetwovariablesofLS-COandthegrammarscoresofthelearnerstofindoutwhichlearningstylesinthefourshowslineardistribution．Byapplying 28西南大学硕士学位论文SPSS13．0，2-tailedPearsoncorrelationanalysiswasusedtomakethecorrelationbetweenthetwovariables，EFLlearners’LS—COandtheirgrammarscores．ThentheauthorobtainedthecorrelationcoefficientbetweenEFLlearners’LS-COandtheiraccordantgrammarscore．Finally,thecorrelationbetweenEFLlearners’learningstylepreferencesandtheirgrammarachievementsturnedout．4．4．2SimpleLinearRegressionAnalysisInordertogettheregressionforumwhichcanbeusedtopredictthestudents’grammarscore，theauthoralsoappliedtheSimpleLinearRegressionAnalysis(SLRA)．ItCanbeinferredfromthescatterdiagramthatonlytherelationshipbetweenConLS-COandtheaccordantgrammarscoreshowedlineardistribution，whichisessentialfortheSLRA．TakingLS-COasindependentvariable(x)andgrammarscoreasdependentvariable(y)，theauthorappliedtheregressionmodel：y=ax+bByusingtheregressionmodel，theauthorCananalyzethefunctionalrelationshipbetweenthetwovariablesquantitatively．Accordingtothemodel，students’grammarscores(y)canbepredictedbythegivenvalueofX．Forexample，supposethecoefficientsof口andbare0．3and30respectivelyandy=0．3x+6，ifx=30，thenthestudent’Sgrammarscoreisy=O．3X30+6=15．Theessentialfortheregressionanalysisistogetthevalueofthecoefficients，口andb，bydataanalysis．Theninordertotesttheaccuracyoftheregressionmodel，theauthoralsoappliedF-test．ThedegreeofaccuracyisdeterminedbythedegreeoftheprobabilitywhichisinaccordantwiththeF—value．ThesmallerthevalueiS，themoreaccuratethemodelwillbe． ChapterFiveDataAnalysisandDiscussion5．1Resultsanddiscussiontothefirstresearchquestion5．1．1ResultsofEFLlearners’learningstylepreferencesandtheirgrammarachievementsThefirsttaskofthisinvestigationistofindouttheEFLleamers’learningstylepreferences．ByapplyingtherevisedKolb’SLearningStyleInventory,theauthorcollectedthedataoftheirlearningstyleandgrammarscores，whichwerecalculatedaccuratelyandthenthefinalresultoftheirlearningstylepreferencesandthegrammarscoreswasconfirmedbyusingExcel．ThenumberforstudentsofdifferentlearningstylesandtheirgrammarscoresareshowedinTable5．1and5．2below．FromTable5．1．itCanbeeasilyfoundthatmostofthestudentspreferthelearningstylesofAssimilatorandConverger．AndfewlikethelearningstyleofAccomodator．ThelearningstyleofDivergerisinthemiddle．Amongthesubjects，twosubjectsbelongtothemixedlearningstyle，oneisthemixofConandAssandtheotheroneismixofAceandCon．AndtheirLSPsare(-20，0)and(0，·14)．However,intheanalysis，bothofthesetwostudents’learningstylesaretreatedasConlearningstylebythecomputer．Table5．1NumberofEFLlearnersofdifferentlearningstylesLearningstylesAccAssConDivMixedStudents’Number102322182ByusingMicrosoftExcel，theauthoralsogotthecollectionofgrammarscoresasbeingshowedinTable5．2．Inallthe75students，19studentsgotrelativelyhigherscore，lOto15points，15studentsbelongtothe5to10pointsphaseand9studentsgotrelativelylowerscore，below5points．Theaveragegrammarscoreforthestudentsis9．27withthehighest15pointandthelowest1point． 西南太学硕士学位论叉Table5．2ResultofthegrammartestAverageHighestSCOreNumberofstudentslS5．1．2DiscussionOilEFLlearners’learningstylepreferencesandtheirgrammarachievementsFromtheresultshowedabove，itcanheinferredthatSeniorEFLlearners’learningstylesarediverse，andthedistributedsizeofstudentsllearningstylesalsovary,whichhasbeenshowedlnFigure51ItcanbeinferredthatmostofthestudentsinclinethestylesofAssandCon(Ass24，Con23)，namelytheyarefavoredinmakingindependentlogicalthinkingintheirlearningactivityButtheymayfailincooperativeworkastheyarenotdependentonotherelements，suchasteachers，otherstudents，orthelearningenvironmentForthelearningstylesofAceandDiv，only10andlgstudentsprefer．Figure5．1DistributionofEFLlearners’learningstylesThecommonfeaturesforConandAsslearningstylesaretheindependentthinkingability．AndthisjustrepresentsthegeneralwayofthinkingfortheChinesesmdentsForthepressureofgettingintocolleges，studentsarepracticedtodoindependentlogicalthinkingtodealwithtestpapersskillfollyandtheirabilityhasreachedtohi曲erlevelLanguagelearningisalsoincludedAccordingtothegrammartestresult，studentsofConandAssgethigherlevelof謦ammarachievementsinthegrammartestAndstudentsofConlearningstylegetthehighestscoreinthetestgenerally(SeeAppendixC)fortheirinclinationinindependentlogicalthinking，whichisessentialforgrammarlearning(puregrammaticalknowledge) ChapterFiveDataAnalysisandDiscussion315．2Resultsanddiscussiontothesecondresearchquestion5．2．1R∞u蛔ofthecorrelationbetweenEFLlearners’learningstylepreferencesandtheirgrammaraehievements521PearsoncorrelationanalysisThesecondresearchquestion，alsothemostimportantpoim，inthispaperisaboutthecorrelationbetweenEFL[came菇’learningstylepreferencesandtheirgraInnlarachievementsIntheanalysis，theauthorpmposedavariable,learningstylecoefficient(LS—co)，andtransformthecorrelationbetweenEFLlearners’learningstyleprekmncesandtheirgrammarachievementstotheonebetweenlearners’LS·coandtheirgrammaraehievememsBythen，ascatterdiagramisnecessarytofindouttherelationshipbetweenthetwovariables，whichcanprovideconditionfortheCorrelationAnalysis(CA)(SeeFigure52)Figure5．2ScatterdiagramfortherelationshipbetweeaEFT,learners’LSIandtheirSeOi"tsFromtheScatterdiagramabove，itcoxlbeeasyfoundthatinthefourkindsoflearningstyles，onlyConandtheaccordantgranRlt$ffscorespresentslineardistributionThuswecansaythattherelationshipbetweenEFLlearners’learningstyleofConandtheirgrammarachievementsshouldbesignificant(SeeFigmx531．ButtheotherthreelearningstylesarescatteredonthediagramrandomlywithoutanyfixedshapeTherefore，itcanbesaidthatthecorrelationbetweenlearningstylesofAce，AssandDivandthegrammarachievementsarenotsignificant 兰皇皇叁兰窒圭兰竺尘圣80100系刘Figure5．3ScatterdiagramfortherelationshipbetweenthelearningstyleofConandthegrammarsgore$Inordertogetthedetailcoefficientofcorrelationbetweenthevariables，SPSS13．0wasemployedTheresultsofthecoefficientofconcisionanalyzedbySPSS130ateshowedin"rabiesbelow(Table5．3，Table5．4，Table5andTable5．6)Table5．3CorrelationbetweenConandgrammarsc。resvAR00019PearsonCorrelationSig(2-tailed)NVAR00013PearsonCorrelationSig(2一tailed)N“CorrelationissignificantatIheO01levelf2-tailed)．rane53sho¨edthatthePearsoncorrelationcoe历clentwas698andthecorrelationwassignificantatthe001levelThisshowedthepositiveconcisionbetweenEFLlearners’learningstyleofConandthegrammarachievementsobviouslyandthiscorrelationw踮significantlypositiveTable5．45．5and5．6belowpresenttheresultsofthecorrPl玳lonbetweenEFLlearners’learningstylesofAcc，AssandDivandtheirgrammarachievements．6^208642OP—S．g■l∞■0E月3 ChapterF如eDataAnalysisandDiscussion33Table5．4CorrelationbetweenAceandgrammarscoresCorrelations泪R00008VAR00009溯R00008PearsonCorrelation1．．344Sig．(2-tailed)．331N10VAR00009PearsonCorrelation-．3441Sig．(2-tailed)．331N10Table5．5CorrelationbetweenDivandgrammarscoresCorrelations泪R00014VAR00015VAR00014PearsonCorrelation1．．149Sig．(2-tailed)．555N18VAR00015PearsonCorrelation．．1491Sig．(2·tailed)．555N18Table5．4and5．5showUSthecorrelationbetweenlearningstylesofAceandAssandthegrammarscores．Itisclearthatthecoefficientcorrelationsare-．344and·．149，whichareslightlynegativecorrelation．Butthiscorrelationisnotsignificant．Table5．6CorrelationbetweenAssandgrammarscoresCorrelationsVAR00010VAR00011VAR00010PearsonCorrelation1．285Sig．(2-tailed)．187N23VAR0001PearsonCorrelation．2851Sig．(2-tailed)．187N23Table5．6showsthePearsoncoefficientcorrelationbetweenAssandgrammarscoreis．285．Itcallbeclearlyfoundthatalthoughthecorrelationispositive，thenitisslightandnotsignificantlypositive． 34西南大学硕士学位论文5．2．1．2SimpleLinearRegressionAnalysisItcanbeinferredfromthescatterdiagram(Figure5．2)thatonlytherelationshipbetweenConLS-COandtheaccordantgrammarscoreshowedlineardistribution，whichprovidesthenecessaryconditionfortheSLRA．TakingLS-COasindependentvariable(x)andgrammarscore硒dependentvariable(y)，theauthorappliedtheregressionmodel：y=ax+bx=(82．97061，82．97061，82．11146⋯94，57．80995，57．47942，and55．7959)，y=(12，14⋯9，11)(SeeAppendixD)．EnteringthevariablesintoSPSS13．0，theauthorgottheresultsaSbelow(Table5．7，5．8and5．9)Table5．7ModelsummaryforSLRAModelSummaryAdjustedStd．ErrorofModeIRSquareRSquaretheEstimate1．698a．488．4641．15845a·Predictors：(Constant)，Ls_coTable5．7showsUSthemodelsummaryfortheregressionanalysis．ThecorrelationcoefficientR=O．698，whichshowsthestrongcorrelationbetweentheLS·COandgrammarSCOre．Table5．8AnalysisofvarianceandF—testANOVAbSumofModeISquaresdfMeanSquareFSig．1Regression28．101128．10120．940．000aResiduaI29．524221．342TotaI57．62523a-Predictors：(Constant)。Lscob．DependentVariable：ScoreItCanbeinferredfromTable5．8thatbyapplyingvariableanalysis，F-valueWasobtained(F=20．94)，andtheprobabilityofsignificanceislowerthan0．001，whichprovedtheregressionWassignificant． ChapterFiveDataAnalysisandDiscussion35Table5．9RegressioncoefficientandT-TestCoe饰cient妒UnstandardizedStandardizedCoefficientsModeIBStd．ErrorBetatSig．1(Constant)2．7231．9051．429．167Ls_co．123．027．6984．576．000a-DependentVariable：ScoreTable5．9showsthatthroughregressionanalysis，theauthorgottheregressioncoefficientsofaandb．whicharc0．123and2．723respectively．Finallytheregressionmodelforthepresentresearchwassetup：)，=O．123x+2．7235．2．2DiscussiononthecorrelationbetweenEFLlearners’learningstylepreferencesandtheirgrammarachievementsByapplyingPearsonCorrelationAnalysis，theauthorfinallygetstheresultofthecorrelationbetweenthelearningstyleofConandthegrammarachievementswhichissignificantlypositive．Thecorrelationcoefficientreaches．698andissignificantat．01levels．Thatistosay,thebiggerthecoefficientofConis(theindividual’SConlearningstyleisnearertothetypicalCon)，thehigherthecorrespondinggrammarscoreis．ItCanbeinferredthatleamerswithConlearningstylemayperformwellingrammarlearning(SeeAppendixC)，fortheyinclinetodologicalthinkingindependentlyandtakepartinlearningactivityactively,．Theindividualwhogetthehighestscore(15points)inthesubjectsbelongstoConlearningstylewithahighConcoefficientof77．1965．However,thecorrelationbetweenotherthreelearningstylesandthecorrespondinggrammarscoresareslightlycorrelative，-．344，一．149and．285．ComparedwithCon，learnersoftheselearningstylesmayperformworseingrammarlearning．Inordertosetuptheregressionforum，theauthoralsodidtheSimpleLinearRegressionAnalysisbetweenthelearningstyleofConandtherespondinggrammarscores．Theresultshowedthat，thisregressionwassignificantwithF-valueat20．94，whichprobabilityofsignificancewaslowerthan．001．Thentheauthorgotthevalueofregressioncoefficientsaandb，whichwereO．123and2．723respectively．Theregression 36西南大学硕士学位论文forumwassetup(y=0．123x+2．723)atlast．Thisforumcanbeappliedinthepracticalwaythatpredictingstudents’grammarcompetence．Anindividual’SgrammarachievementsCanbepredictedifhisConLS—COisgiven，andviceversa．FortheincompletionofEFLlearners’languageacquisitionsystemandinaccuracyinthecommunication，whichhasbeenstatedinChapterOne，itisnecessarytoenhancetheirgrammarcompetence．LogicalandindependentthinkingshouldbepracticedbystudentstostretchouttheirlearningstyletoCon，accompanying谢thwhichactivejointintolearningactivityshouldbeencouragedbyteachers．Inordertoachievethisgoal，bothteachersandstudentsshoulddoefforts．Andtheregressionforumisalsonecessaryintestingthestateofstudents’grammarcompetence，orcheckingthedegreeofthebelongingtotheConlearningstyle． ChapterSix6．1ImplicationsConclusionThepresentresearchexploresthecorrelationbetweenEFLlearners’leamingstylepreferencesandtheirgrammarachievements，andtheresultsmayprovideimportanttheoreticalandpedagogicalimplicationsforEFLlearners’Englishleamingandteachers’Englishteaching．Aslearners’communicativecompetencewashighlightedinFLteaching．theleveloftheirproceduralknowledgehasbeenenhanced．Atthesametime，however,theirdeclarativeknowledgehasbeenevenneglected，whichisbelievedtobeoneindispensablepartinlearner’Sforeignlanguageacquisition．Duetotheadvocatingofcommunicativelanguageteachingin1970s，themaintaskofforeignlanguageteachinghasbeenchangedfromfocusonformtofocusonmeaning，especiallyintheChineseteachingenvironment．Thenegligenceofgrammarleamingandteachingnotonlyaffectsforeignlanguagelearners’systematicdevelopmentoflanguageability,butalsocausesinaccuracyatleastinforeignlanguageleamers’speakingandwriting．Duetotheshortageofgrammarknowledge，EFLlearnersmakemistakesintheirspeakingandwritingconstantlywhichevenbecomestheobstacleincommunication．Byapplyingtheresultsofthepresentinvestigation，theauthorthenaddressessomesuggestionsforEnglishlearningandteachingasbelow．6．1．1DiagnosingEFLlearners’learningstylesSmith(1990)emphasizestheimportanceofdiagnosingEFLleamers’learningstyles；hestatesthatEFLlearners’knowledgeofone’Sownlearningstyleisessentialforthemin“learningtoleam"’．Inordertodiagnoselearners’learningstyle，teachersshouldbethemainpersonstoassistlearnersfindingouttheirlearningstyles，andexplaintoleamersthe37 38西南大学硕士学位论文differentfunctionsofvariouslearningstyles．TeachersshouldunderstandKolb’SdivisionoflearningstylesandbefamiliarwithKolb’SLearningStyleInventoryfully．Indiagnosinglearners’learningstyles，teachersmayuseinstrumentsandactivitiesdesignedforEFLlearners，suchasKolb’SLSI(1981)．AlthoughKolb’SLSIiscriticizedforsomereasonsbysomescholars(Hwang，2002；Brew,2002)，ithasbeenacceptedgenerallyandapprovedtobevalidbymorethan100articles(WangHuarong，TanDingliang，2008)．BythiswaystudentsCanunderstandtheirownlearningstylesSOthatitiseasyforthemtocapitalizeontheirownstrengths．Andtheymaypaymuchattentiontothemethodoflearninggrammarinordertogetbetterlearningresults．6．1．2StretchingoutEFLlearners’learningsty7iesAshasbeendescribedinchapterthree，EFLlearners’learningstyleisnotfixedtosomeextent．Somescholarsbelievethatlanguagelearners’learningstyleCanbestretchedoutbytraininginordertodealwithdifferentlearningtasks(Holec，1987；Chapelle，2002，ascitedinReid，2002：158)．Brown(1994)alsostatesthatEFLlearners’learningstylesarebomtobedynamic，andtheyCanadjustthestyleswhenconfrontingdifferentlearningtasks．AndthesehaveprovidedthestretchingoutofEFLlearners’learningwiththeoreticalsupport．Aslanguageleamingisthoughttobeatwo-wayprocess，itdemandsthejointeffortsofbothteachersandstudents．Onlythroughmutualadjustmentandadoptions，Cantheexpectedlearningtargetbeachieved．ThisprincipleisalsosuitforEnglishgrammarlearning，inwhichtheappropriatechoiceoflearningstyleiscrucial．Accordingtothepresentinvestigation，themostappropriatelearningstyleforgrammarlearninginKolb’SlearningstylesdivisionisConverger．Andthemostevidentfeaturesofthislearningstyleareindependentabstractlylogicalthinkingandthepositivelearningattitude．Thus，inordertoenhancestudents’grammarachievements，ingrammarlearningprocess，teachersshouldbeawareoffosteringstudents’logicalthinkingandshouldencouragethemtotakepartinlearningactivitiespositively．Bythisway,students’learningstylesCanbestretchedoutandtheymayworkwellingrammarlearning．ThisishelpfulforthewholenessofEFLlearners’languageacquisition．Thiskindofteachinginstructionshouldbeconsideredastheoreticalguidetolearningpracticealwaysanditshouldaccompanywithteachers constantly．Andtheregressionforumobtainedbydetailanalysisworkmaybeappliedasatestingtooltoteststudents’degreeofimprovementoftheirgrammarcompetence．6．1．3RaisingEFLlearners’awarenessofgrammarlearningHavingbeenstatedintheintroductionpart，astheadvocatingofcommunicativeteaching，nomatterEFLteachersorlearnersareattachingmuchmoreimportanceontheusingaspectofEnglishlearning，ignoringgrammarknowledgeleaming．ThishascausedEFLlearners’incompletionoflanguageacquisitionandlearnersmakegrammaticalmistakesconstantlyinthecommunicationduetotheshortageofEnglishgrammarknowledge．Duetotheaboveaccounts，theauthorsuggeststhatbothEFLteachersandlearnersshouldPayattentiontothegrammarteachingandlearning，especiallyforteachers，theymayworkasleaderstohelptheirstudentstoraisegrammarlearningawareness．6．2LimitationsandsuggestionsforfutureresearchNosurveyCanclaimtobeperfect，SOdoesthepresentone．Asthisinvestigationdealswithhumanbeings，itisimpossibletocontrolthevariablestrictly．Thus，limitationsforthefutureimprovementareunavoidable．Thelimitationsarelistedbelow：1)SubjectsAstheincorporationofthesubjects，only75of104questionnairesandtestpaperswerehandedin．ThishascausedtheresultofthenormaldistributionofConlearningstyleisnottooobvious．Nexttime，morepreparationworkCanbedonetochoosemoresubjects．2)QuestionnaireAsKolb’SLSIWasnotdesignedtotestEFLlearnersofChinesespeakers，therefore，eventhoughithasbeenrevisedbytheauthortosuittheChineseEFLlearners，itmaybestillflawedintheappropriatenessofthemeaningexpress．Ifconditionpermitted，moretranslationandinterpretationworkmaybedonetogettherevisedonewithmoreaccurateandprecisemeaningexpress．31ThegrammartestpaperAsthelimitationoftheoreticalandpracticalknowledgeoftheauthor,thepresent 40西南大学硕士学位论文paperonlyconsiderstheco．elationbetweenEFLlearners’learningstyleandtheirpuregrammarknowledge，nottheuseaspect．Itissuggestedthatthefuturerelatedresearchmaytaketheuseaspectintoconsideration．4)ImplicationsSincethelimitationoftheteachingexperience，itishardfortheauthortoputforwardsomedetailedlearningactivitiesorteachingmethodsforthestretchingOutofEFLlearners’learningstyles．Andinfuturestudiesresearchersmaydosomelearningstyletrainingexperimenttostretchoutlearnerslearningstyles．Thatmayshowtheresultsmorevividly． ReferencesAbraham，R．&Vann，R．，1987．StrategiesofTwoLanguageLearners：ACaseStudy．InWendenandRubin(Eds．)．LearnerStrategiesinLanguageLearning．EnglewoodCliffs，N．J．：PrenticeHall．Abraham，R．1985．FieldIndependence／dependenceandtheTeachingofGrammar．TESOLQuarterly，20：689-702．Arnold，J．(Ed．)．1999．Affect砌LanguageLearning．Beijmg：ForeignLanguageTeachingandResearchPress．Bialystok，E．&Frohlich，M．，1978．VariablesofClassroomAchievementinSecondLanguageLearning．ModernLanguageJournal，62：327—36．Brew,R．2002．Kolb’SLearningStyleInstrument：SensitivetoGender．Educational＆PsychologicalMeasuremenL62(2)：373-390．Brown，D．1994．TeachingbyPrinciples：AnInteractiveApproachtoLanguagePedagogy．N．J．：PrenticeHall．Brown，D．2002．PrinciplesofLanguageLearningandTeaching．(3rdEd．)Beijing：ForeignLanguageTeachingandResearchPress．Carder,S．，2009．EnvironmentalEducationintheSchoolyard：LearningStylesandGender．JournalofEnvironmentalEduca盯on，3：2—12．Carter,E．1988．TheRelationshipofFieldDependenffindependentCognitiveStyletoSpanishLanguageAchievementandProficiency：aPreliminaryReport．ModernLanguageJournal,72：21-30．Castro，0．&Veronica，P．，2005．LearningStyleandFomignLanguageLearningDifficulties．ForeignLanguageAnnuals．38．Catherine，D．&Michael，L．(Eds．)．2003．TheHandbookofSecondLanguageAcquisition．BlackwellPublishingLTD．Champelle，A．2002．Field—Independence／Field—DependenceintheL2Classroom．InReid，J．M．(Ed)．Learnings移leSintheESL／EFLClassroom．Beijing：ForeignLanguageTeachingandResearchPress．41 42西南大学硕士学位论文Chun，C．&Payne，S．2004．WhatMakesStudentsClick：WorkingMemoryandLook—upBehavior．System，32(4)：481—504．Collison，E．2000．ASurveyofElementaryStudents’LearningStylePreferencesandAcademicSuccess．ContemporaryEducation，71(4)：42—48．Cornea，C．E．1983．WhatYouShouMKnowAboutTeachingandLearningStyles．Bloomington，IN：PhiDeltaKappaEducationFoundmion．Day,R．1984．StudentParticipationintheESLClassroom，orSomeImperfectionsofPractice．LanguageLearning,34：69—102．Dunn，R．&Dunn，K．1978．TeachingStudentsThroughTheirIndividualLearningStyle?APracticalApproach．Reston：RestonPublishingCompany&Prentice—Hall．Ehrman，E．&Oxford，R．1990．AdultLanguageLearningStylesandStrategiesinanIntensiveTrainingSeRing．ModernLanguageJournal．Ellis，R．1985．UnderstandingSecondLanguageAcquisition．Oxford：OxfordUniversityPressEllis，R．1990．IndividualLearningStylesinClassroomSecondLanguageDevelopment．IndeJongandStevenson(Eds．)．IndividualizingtheAssessmentofLanguageLiabilities．Clevedon，Avon：MultilingualMatters，1990．Ellis，R．1994．TheStudyofSecondLanguageAcquisition．Shanghai：ShanghaiForeignLanguageEducmionPress．Ellis，R．2002．Doingfocusonform．System(30)，PP．419—432．Evans，C．，2008．ExploringTeachingStyleandCognitiveStyles：EvidencefromSchoolTeachersinCanada．NorthAmericanJournalofPsychology，3：567-582．Hansen，J．1984．FieldDependence／independenceandLanguageTesting：EvidencefromSixPacificIslandCultures．TESOLQuarterly,18：311-24．Honigsfeld，A．&Dunn，R．2003．HighSchoolMaleandFemaleLearning—StyleSimilaritiesandDifferencesinDiverseNations，JournalofEducationalResearch．Honigsfeld，A．，&Dunn，R．，2009．Learning—StyleResponsiveApproachesforTeachingTypicallyPerformingandAt-RiskAdolescents．TheClearingHouse,5：220-224．Hwang，Dae—Yeop．ACriticalReviewoftheLiteratureonKolb’SLearningStyleInventorywithImplicationsforScoreReliability．Http：／／www．eric．ed．gov／contentdelivery／servlet／ericservlet?accno=ED466696 References43Irvin，T．2007．NatureLessons．EducationalLeadership，64(8)，54—56．Kasper,G，&Schmidt，R．，1996．DevelopmentalIssuesinInterlanguagePragmatics．Studies加SecondLanguageAcquisition18：149-169．Keefe，J．W．1979．Learningstyle：Anoverview．InJ．W．Keefe(Ed．)StudentLearningStyles：DiagnosingandPrescribingPrograms(pp．1—17)．Reston．VA：NationalAssociationofSecondarySchoolPrincipals．Klavas．A．1993．LearningStyleProgramBoostsAchievementandTestScores．砀PClearingHouse，67(3)，149—151．Kolb，D．&Fry,R．，1979，ExperientialLeamingTheoryandLearningExperiencesinLiberalArtsEducation，NewDirectionsforExperientialLearning，6：81·84．Kolb，D．1984．ExperimentalLearning：ExperienceastheSourceofLearningandDevelopmenLEnglewoodCliffs，NJ：Prentice-a11．Kolb，D．1993．LSIII-Aselfscoringinventory．Boston：McBerandCompany．Kolb，D．1999．LearningStyleInventory，Version3．McBer,Boston，MA．Larsen-Freeman，D．&Long，H．2000．AnIntroductiontoSecondLanguageAcquisitionResearch．Beijing：ForeignLanguageTeachingandResearchPress．LinC．&，Davidson，G1994．EffectsofLinkingStructureandCognitiveStyleonStudents’PerformanceandAttitudeonaComputer-basedHypertextEnvironment．PaperpresentedattheannualconventionoftheAssociationforEducationalCommunicationsandTechnology,Nashvill，TN．Littlewood．W：2000．ForeignandSecondLanguageLearning．Beijing：ForeignLanguageTeachingandResearchPress．LiuM。&Reed，M。1994。TheRelationshipBetweentheLearningStrategiesandLearningStylesinaHypermediaEnvironment．PaperpresentedattheannualconventionoftheAssociationforEducationalCommunicationsandTechnology,Nashvill，TN．McCarthy,B．1980．砌P钍铂丁∥System：TeachingtoLearningStyleswithright∥leftModeTechniques．Barrington，IL：EXCEL．Nelson，G，2002，CultureDifferencesInLearningStyle，InReid，J．，(ed．)LearningStyles伽theESL／EFLClassroom．Beijing：ForeignLanguageTeachingandResearchPress．Oxford，R．1990．LanguageLearningStrategies：WhatEveryTeacherShouMKnow．Boston：Heinle&Heinle． 44西南大学硕士学位论文IOxford，R．1991．StyleOrientationScalefo，．LanguageLearning．UniversityofAlabama．Reid，J．1987．TheLearningStylePreferencesofESLStudents．TESOLQuarterly,21(1)，87．111．Reid，J．M．(Ed．)．1998．Preface．InJ．Reid(Ed．)UnderstandingLearningStyles加theSecondLanguageClassroom．USA：PrenticeHallRegent．Reid．M．2002．LearningStyles加theESL／EFLClassroom．Beijing：ForeignLanguageTeachingandResearchPress．Richards，C．2007．CommunicativeLanguageTeachingToday．Beijing：People’SEducmionPress．Riding，R．&Cheema，I．1991．CognitiveStylesandLearningStrategies．London：DavidFultonPublishers．Ron，S．，&Scollon，W：，2000．InterculturalCommunication：ADiscourseApproach．Beijing：ForeignLanguageTeachingandResearchPress．Salter,D．W：，Evans，N．J．&Fomey,S．2006．AlongitudinalStudyofLearningStylePreferenceontheMyers-BriggsTypeIndicatorandLSI．JournalofCollegeStudentDevelopment，47(2)：173—184．Sharan，M．，Rosemary,C．&Lisa，B．2007．Learning伽Adulthood：AComprehensiveGuideOrdEd．)．JohnWiley&Sons，Inc．Sims，R．&Sims，J．1995，Learningandlearningstyles：Areviewandlooktothefuture，InSims，R．R．&S．J．Sims(eds．)TheImportanceofLearningStiles．London：GreenwoodPress．Skehan，1991，Individualdifferencesinsecondlanguageleaming．SSLA，13，275-298．Skehan．P．1998．ACognitiveApproachtoLanguageLearning．Beijing：ForeignLanguageTeachingandResearchPress．Spolsky,B．2000．Conditionsfo，．SecondLanguageLearning．Shanghai：ShanghaiForeignLanguageEducationPress．Swain，M．，1995．Threefunctionsofoutputinsecondlanguagelearning．In：Cook，G，Seidhofer,B．(Eds．)，For月：GWiddowson：PrinciplesandPractice加theStudyofLanguage．OxfordUniversityPress，Oxford，PP．125—144．Tucker，G，E．Hamayan&F，Genesee．1976．Affectivecognitiveandsocialfactorsinsecondlanguageacquisition．CanadianModernLanguageReview，32：214—16． References45Willing，K．1987．LearningStylesandAdultMigrantEducation．Adelaide：NationalCurriculumResourceCentre．Willing，K．1988．LearningStyles伽AdultMigrationEduca疗on．Australia：NationalCurriculumResourceCenter．Willyard，P．，2000．LearningStrategiesofFirst-generationCommunityCollegeStudents．OklahomaStateUniversity．陈金中，2004，成人英语学习风格特点及教学对策略研究，《柳州职业技术学院学报》，4(3)：79．82．邓俊民，2003，学习策略，学习风格与英语成绩相关性研究，《天津职业技术师范学院学报》，6．冯智强，2004，高中生英语学习风格研究，辽宁师范大学硕士论文。桂诗春，1992，《中国学生英语学习心理》，长沙：湖南教育出版社。胡俊国，2002，学习风格与语文教学策略，《山东教育学院学报》，(6)：7-9．黄瑛，1998，成人英语学习风格相关因素探析，《中国成人教育》，(12)：36。蒋祖康，2002，《EFS／EFL英语课堂上的学习风格》，北京：外语教学与研究出版社。康淑敏，2003，学习风格论⋯西方研究综述，《山东外语教学》，3：32-82。廖泽英，2000，试论学习方式差异与因材施教，《学科教育》，(5)：106．117．刘利强，2004，高中生化学学习过程中学习风格影响因素研究，上海师范大学硕士论文。陆根书，2003，大学生学习风格量表的设计与开发，《西安交通大学学报》，23(3)：36．46．吕兰，2006，对国内外大学生英语学习风格的研究，《语文学刊(高教外文版)》，6：103．108．罗忠民，2005，中美学生学习风格的文化差异探析，《外语与外语教学》，7：28．30．潘巧明，2002，多媒体辅助数学教学的学习风格设计，《电化教育研究》，(3)：58．61．谭项良，1994，论学习风格及其研究价值，《南京师大学报》(社科版)。王初明，1992，中学生外语学习方式调查，见桂诗春编，《中国学生英语学习心理》，长沙：湖南教育出版社。王华容谭顶良，2008，近十年西方学习风格研究述评，《外国中小学教育》。王琦，2005，多媒体课堂中外语学习认知风格研究．，《外语界》，1：28．32。王中会，许燕，2005，学习风格，学业自我概念与学业成绩的关系，《中国临床心理 46西南大学硕士学位论文学杂志》，13(2)：203．205．吴越，2004，大学生学习策略与场认知方式、学习风格、学习动机以及学业成就关系的研究，陕西师范大学硕士论文。刑彩霞，2006，中学生学习风格及其学业成绩的相关研究，安徽师范大学硕士学位论文。闫索峰，2004，中国中学生对学习风格的意识状况与学习成绩相关性的研究．东北师范大学硕士论文。余心乐，1997，关于中国英语本科学生的研究，《外语教学与研究》，(1)：59．65．张厚粲，1988，《认知方式》，北京：北京师范大学出版社，106．117。张素敏，2007，外语学习风格研究，《河北师范大学学报》，9。周卫京，2006，二语习得风格研究50年：回顾与反思，《中国外语》，3：62．66． AppendixAKolb学习风格量表说明：以下是12个英文句子，每个句子都以四个选项结尾。分别依照你学习的实际情况将四个选项排序打分。利用表格中所提供的空间给每个选项打分，分值由4分到1分。最能描述你的情况的得4分，到最不能描述你的情况的得1分。请确保不遗漏任一选项。同一题中的两个选项不可得一样的分值。4=最能描述你的情况1=最不能描述你的情况例如：IlealTIbest···mysense·．．．observation．⋯rational．．．achancetofrom．．．32theories．practice．1411．WhenIgetinvolved．⋯lliketo⋯Ievaluate⋯Iliketotakeleam⋯observe．。things．act．4123请用你的第一印象打分，不要分析选项，其中没有对和错的答案，请诚实作答。请将每列的总分加起来，结果填入最后一行相应表格内。所有分数相加必须为120分，如果不是，请重做一遍。47 48西南大学硕士学位论文I．WhenI⋯Iliketofeel．．．Iliketowatchand⋯Ilikethinking．(我喜．．．Iliketobedoingeam⋯isten．欢思考)things．(在行动中收获知识)2．IIearnbest．．．Itrustmyfeelings．．．．1listencarefully．．．Irelyonlogical⋯1workhardtowhen．．．andwatch．thinking．getthingsdone．(为完成任务做出努力)3．WhenIam．．．Ihavestrong．．．Iamquietand．．．Itendtoreasonthings⋯Iliketotakelearning．．．feelingsandreactions．reserved．out．(通过理性思维解决actions．问题)(我喜欢行动起来)4．Ileamby．．．．．．feeling．．．．watching．．．．thinking．．．．doing．5．WhenI⋯lIiketofeeInew．．．1liketoenjoy．．．Iliketoanalyze⋯Iliketodolearn⋯experiences．(喜欢感others’performance．things．something．受新体验)6．WhenIalTl⋯Iamanintuitive⋯Iamallobservant．．．Iamalogical⋯Iamanactivelearning．．．person．(感觉派)person．(观察派)person．(思维派)person·(行动派)7．Ilearnbest···mysense·⋯observation．(观察)⋯rationaltheories．．．．achancetOfrom．．．practice．8．WhenI．．．Ifeelpersonally⋯Iliketoobserve⋯IliketolOalTl⋯IIiketoseelearn⋯involved．beforeacting．(行动前theories．resultsfrommy先观察)WOrk．9．IIearnbest．．．1relyonmy．．．1relyonmy．．．1relyonmythinking．．．．Irelyonmywhen．．．feelings．observations．actions．10．Whena⋯Iliketoacceptit．⋯IIiketObean⋯Iliketothinkabout⋯Iliketojoininlearningactivityaudience．theactivityit．iSheld⋯11．Whenl．．．Igetinvolved．⋯lliketoobserve．．．．1evaluatethings．⋯IIiketotakeact．learn⋯12．IlealTlbest．．．Iamreceptiveand⋯Iamcareful．．．．Ianalyzeproblems．．．．1ampractical．when．．．open—minded．TbtalScore AppendixKolb学习风格量表49CE一40一35AccommodatorsDivergers一30—25—20—15一lO一5IlIlI‘lo出3b2与261当iogo5lO152025303540—5一lO—15—20—25一30ConvergersAssimilators一35．．——411AC0 AppendixB1前测试题设计根据1．分类。词法范畴：虚拟语气独立主格句法范畴：定语从句状语从句2．难度区分及测试结果预测每个语法项目的难度分为三级，A容易，B一般，C难：每个难度由三个句子构成，每个语法项目共9题。预测受试答对A的比例为90％，B为60％，C为30％。词法范畴：虚拟语气AI．IfyouweretogotoBeijing，youwillhaveachancetovisitTianAnMenSqu撇·Will改为wouldA2．⋯Whatwillhappeniflputthepaperonthefire?⋯Itwouldbum．Will改为wouldA3．1fl啪you，1wouldn，tretumthecall．Am改为wereB1．Itis硒ifyourtelephonewasalwaystunedintothousandsofconversationsgoingbyonthewire，butyouheardonlytheoccasionalwordintendedforyou．Was改为wereB2．HeistalkingsomuchaboutAmericaasifhehasbeenthere．Has改为hadB3．JohnissoStronglybulitthathelooksasifhecanliftanelephant．Can改为COuIdC1．Theteacherdemandedthattheexammustbefinishedbeforeeleven．将must去掉C2．Itisimport柚tthateveryaeijingerisabletospeakEnglish．Is改为beC3．Itisnecessarythatheissenttohospitalatonce．Is改为be独立主格A1．Wintercarne，itgetscolderandcolder．Came改为comingA2．Weatherpermitted，theconcertwillbeheldonthesquareontime，whichhasinvitedtheS0 AppendixB1前铡试题设计根据51famousviolinistJack,C．Rechards．Permitted改为permittingA3．Thetestfinishing,webeganourholiday．finishing改为FinishedB1．Themurdererwasbroughtin。withhishandsbeingtiedbehindhisback．去掉beingB2．Theypretendedtobeworkinghardallnightwiththeirlightsburned．Burned改为burningB3．Withtheboytoleadtheway，wefoundthehouseeasilyTolead改为leadingCI．Therebeennothingtodo，IlefttheofficewhichIhadstayedforalmost16hours．Been该为beingC2．Thelastdocumentsbeentypewritten，thebossandhissecretarylefttheiroffice．C3．Hewrappedherupwithgreatcare，thenightbeingdarkandfrosty．Been前加havingDark前加being句法范畴：定语从旬A1．ImetaforeignerinthestreetyesterdaywhomcouldaskmequestionsinChinese．Whom改为whoA2．Anyonethatfailstofinishthetaskgivenshouldbecriticized．That给为whoA3．Thosethatwerenotfitfortheirworkcouldnotseethebeautifulclothesmadeofthemagiccloth．That改为whoB1．Ourownhandwritingissomethingwhichwealmostalwaysknow．Which该为thatB2．Finally,thethiefhandedeverythingwhichhehadstolentothepolice．Which改为thatB3．Thereislittlewhichremainstobedonewhenlreturnedfrommyjourney．Which改为thatCI．Itusednearlyanhourfortheoldcoupletofindtheparkwhichtheyusedtodatingwhentheywereyoung．Which前加inC3．1likethemusicfortheveryreasonwhichhedislikesit．Which前加forC2．ThenewspaperreportedanotherboatsinkingonJanuary20，onwhichsevenpeoplearemissing．On改为from倒装旬AI．TomCallspeakFrench，s0Jackcall．Jack和can调换位置A2．TomaskedmetogotoplayfootballandSOdidI．didI改为IdidA3．Ifyoudon’tgo．neitherwillI．will改为shallB1．JOyouknowJimquarreledwithhiswife?——ldon’tknow,nordon’tlcare．将nordon’tIcare改为nordolcareB2．Hardlytheyhadgottothebusstopwhenthebussuddenlypulledaway． 52西南大学硕士学位论文皇!!曼!!!暑詈詈詈!!詈詈皇皇暑曼詈詈詈詈詈皇詈!苎皇!!!!詈!詈!曼鼍暑!!皇!!!詈!!鼍iIIllIImI!曼鼍詈!鼍B3．Notonlytheydidbringsnacksanddrinks，buttheyalsobroughtTheyhad改为hadtheycardsforentertainmentwhentheyhadapicnicintheforest．They和did调换位置C1．Onlybypracticingafewhourseveryday,youwillbeabletowastemuchtime．Youwill改为willyouC3．Onlyafterhadhespokenouttheworddidherealizehehadmadeabigmistake．前一个had和he位置调换C2．Onlyinthisway,youcanlearnEnglishwell．YouCall改为canyou AppendixB2PretestonGrammarAchievementsErrorcorrection：Eachofthe36sentencesbelowcontainsoneerror．Pleasecorrecttheminthefollowingway．Forawrongword，underlinethewrongwordandwritethecorrectoneintheblankprovidedattheendoftheline．Foramissingword，markthepositionofthemissingwordwitha‘‘A”signandwritethewordyoubelievetobemissingintheblankprovidedattheendoftheline．Foranunnecessaryword．crossouttheunnecessarywordwithaslash‘‘-，’andputthewordintheblankprovidedattheendoftheline．Forthetwowordswhosepositionsarewrong，pleaseunderlinethetwowords，andwritethewordsyouthinkarerightintheblankprovidedattheendoftheline．Forexample：1．ThecoupleboughtthedogAbeautifulpicture．2．Theyalsoboughtabagoffoodforittoo．3．Sheaskedmewherehad1beenhiding．(1)a(2)also(3)lhad1．1flwereyou，1won’tgiveupthechancetobecomeacomposer．2．Thelastdocumentsbeentypewritten，thebossandhissecretarylefttheiroffice．3．Wintercame，itgetscolderandcolder．4．Hardlytheyhadgottothebusstop，thebussuddenlypulledaway．5．ImetaforeignerinthestreetyesterdaywhomcouldaskmequestionsinChinese．6．Withtheboytoleadtheway，wefoundthehouseeasily．7．TomcanspeakFrench，SOJackCall．．8．Onlyafterhadhespokenouttheworddidherealizehehadmadeabigmistake．9．～-Whatwillhappeniflputthepaperonthefire?—．．Itwouldburn．10．ItisimportantthateveryBeijingerisabletospeakEnglish．11．Weatherpermitted，theconcertwillbeheldonthesquareontime，whichhasinvitedthefamousviolinistJack，C．Rechards．53 54西南大学硕士学位论文12．JohnisSOstronglybuiltthathelooks笛ifheCallliftanelephant．13．Anyonethatfailstofinishthetaskgivenshouldbecriticized．14．Itusednearlyanhourfortheoldcoupletofindtheparkwhichtheyusedtodatingwhentheywereyoung．15．TomaskedmetogotoplayfootballandSOdidI．16．1fIamyou，1wouldn’treturnthecall．17．Onlybypracticingafewhourseveryday,youwillbeabletowastemuchtime．18．Ilikethemusicfortheveryreasonwhichhedislikesit．19．Thetestfinishing，webeganourholiday．20．Therebeennothingtodo，IlefttheofficeinwhichIhadstayedforalmost16hours．21．Ifyoudon’tgo，neitherwillI．22．SheislookingaftertheboySOcarefullyasifheisherownchild．23．Thosethatwerenotfitfortheirworkcouldnotseethebeautifulclothesmadeofthemagiccloth．24．Themurdererwasbroughtin，withhishandsbeingtiedbehindhisback．25．Onlyinthisway,youCanlearnEnglishwell．26．HeistalkingSOmuchaboutAmericaasifhehasbeenthere．27．Notonlytheydidbringsnacksanddrinks，buttheyalsobroughtcardsforentertainmentwhentheyhadapicnicintheforest．28．Theypretendedtobeworkinghardallnightwiththeirlightsbumed．29．ThereislittlewhichremainstobedonewhenIreturnedfrommyjourney．30．Theteacherdemandedthattheexamwasfinishedbeforeeleven．31．Finally,thethiefhandedeverythingwhichhehadstolentothepolice．32．JOyouknowJimquarreledwithhiswife?——Idon’tknow,nordon’tIGale．33．Ourownhandwritingissomethingwhichwealmostalwaysknow．34．ThenewspaperrepoaedanotherboatsinkingonJanuary20，onwhichsevenpeoplearemissing．35．Itisnecessarythatheissenttohospitalatonce．36．Hewrappedherupwithgreatcare，thenightdarkandfrosty． AppendixB3PosttestonGrammarAchievementsErrorcorrection：Eachofthe36sentencesbelowcontainsoneerror．Pleasecorrecttheminthefollowingway．Forawrongword，underlinethewrongwordandwritethecorrectoneintheblankprovidedattheendoftheline．Foramissingword，markthepositionofthemissingwordwitha“八”signandwritethewordyoubelievetobemissingintheblankprovidedattheendoftheline．Foranunnecessaryword．crossouttheunnecessarywordwithaslash‘L’’andputthewordintheblankprovidedattheendoftheline．Forthetwowordswhosepositionsarewrong，pleaseunderlinethetwowords，andwritethewordsyouthinkarerightintheblankprovidedattheendoftheline．Forexample：I．ThecoupleboughtthedogAbeautifulpicture．2．Theyalsoboughtabagoffoodforittoo．3．SheaskedmewherehadIbeenhiding．(1)a(2)also(3)Ihad1．Onlyafterhadhespokenouttheworddidherealizehehadmadeabigmistake．2．ItisimportantthateveryBeijingerisabletospeakEnglish．3．Weatherpermitted，theconcertwillbeheldonthesquareontime，whichhasinvitedthefamousviolinistJack,C．Rechards．4．Anyonethatfailstofinishthetaskgivenshouldbecriticized．5．Onlybypracticingafewhourseveryday,youwillbeabletowastemuchtime．6．Thetestfinishing,webeganourholiday．7．Therebeennothingtodo．1lefttheofficewhichIhadstayedforalmost16hours．8．SheislookingaftertheboySOcarefullyasifheisherownchild．9．Thosethatwerenotfitfortheirworkwouldbedismissed．10．Thereislittlewhichremainstobedonewhenlreturnedfrommyjourney．11．Theteacherdemandedthattheexamwasfinishedbeforeeleven．12．』0youknowJimquarreledwithhiswife?55 56西南大学硕士学位论文——Idon’tknow,nordon’tIcare．13．Wintercame，itgetscolderandcolder．14．Hardlytheyhadgottothebusstopwhenthebussuddenlypulledaway．15．OurOWnhandwritingissomethingwhichwealmostalwaysknow．16．Itisnecessarythatheissenttohospitalatonce． AppendixCStudents’LearningStylesandTheirGrammarAchievementsNumberLSScoreNumberLSScore50Acc954COIIll73Acc744C0111575ACC968C011102lACC9lC011ll57Acc1047COn1326Acc1223C011l64Acc718COn1262Acc912C011ll25AcclO3lC0111215AcclO32COI!ll49Ass935C0111116Assll71C0111034Assll24C0111056AsslO69C011l59Ass1136COn913AsslO5C011919Ass1145C0111166Ass1417C011967Ass1272C0111143Ass428Div46Ass946Div8llAss73Div614Ass74Div557 58西南大学硕士学位论丈NumberLSScoreNumberLSScore41Assll20Div574Ass1065Div652Ass1253Div461Ass770Div833AsslO10Div540Ass1237Div648Ass722Div1029Ass1338Div827AsslO’55Div830Ass12Div539Con12Div75ICon1463Div660C011148Div47Con1242Div69C01113 AppendixDSubjects’RawDataCollectionNumberCEROACAECE．ACRo．AELSLSOCOScorel20213445．14．24COn25．05993ll2392926133Div40．2243753444022142226Divl7．20465644439211623Divl8．3847852l323l36．10-4Con41．231069610423632．26lOAss27．856789719184340．24．22Con18．439091283032273131Div48．104054920184837．28．19Con18．7882913103337192314Div31．11275l20344224．2210Ass29．5296571221243342．12．18COil30111315423821．232lAss19．84943101424353823-1412Ass32．557647153825223516．10Acc32．80244lO1618404418-2622Assl7．20465ll17273531．8-4Con42．52058918143l2748．13．17Con29．832871219434020-2123Ass19．84943ll20384620161830D{vl8．9736752l4217233819．21Acc22．67157922393l2426155Div37．44329102322233738一15．15CON29．69848ll2422293633．14-4Con38．83298lO254l24193623．12Acc27．294691059 60西南大学硕士学位论文NumberCEROACAECE-ACRo．AELSLS．COScore264822153533．13ACC23．19483122732283426．22Ass48．083261028483823142524Divl6．27882429283228—44Ass45．254831330293328．3lAss48．10405l3116292748．11．19COn30．23243123221244134．20．10Con30．52868l3330363420-416Ass37．73592103418424l19．2323Assl8．38478ll3523243934．16．10Con32．80244ll362l294129．200Con39．39543937423610324Div32．2490363836343218416Div37．7359283919174440．25．23Conl7．02939124035303718．212Ass41．6173124124353625．1210Ass35．3836lll42233420333lDiv48．1040564320413622．1619Ass26．2488l444182240．22．18COil22．8035l1545242524390．14Con42．19005ll46404420142030Div17．0880l84712303543．23．13C01126．4196913482336303l一75Ass42．4499774917484219．2529Ass13．03849504320183925．19ACC20．2484695l184440．25．23COil17．0293914522l353628．157Ass35．8050312533243lO252218Div22．80351454194537．26．18C01120．5912611 AppendixDSubjects’RawDataCollection61NumberCERoACAECE．ACRO．AELSLS．COScore55432725182Div38．4707785612434l24．2919Ass18．38478lO5739192l4l18．22Acc22．8035llO5839293814l15Div40．8166675916404321．2719Assl9．235381l6015214341．28．20Conl7．88854146127383223-515Ass37．443297624120213820-18Acc24．083199633037252859Div41．109616644427124032．13Acc23．34524765423923151924Div20．8086566617453721．2024Ass20146719354418．2517Ass21．9545126814273346．19Con24．04163lO6920303931．19．1Con38．9101511704238202218Div22．8035l87l20283l41．11．13COil33．97058lO7224312540．1．9Con44．20407l734321173926-18Acc20．5912677426442921．323Ass35．4683lO7541192l3920．20Acc22．627429