Abstract: The emphasis of foreign language teaching and research has shifted from studying how to teach to how to learn since the 1970s. Learning style preference, as one of the major individual differences, is becoming one of the major factors to affect learners’ learning outcome. Currently, the research on English learning style preferences in China is relatively narrow, mainly focusing on colleague students, but few on high school students. The present study, taking 57 senior-one students in a senior high school as the subjects, by means of a questionnaire, tries to find senior high school students' leaning style preferences and their relations with English learning achievements. It has been found that in terms of sensory preferences, students prefer visual style and hand-on style; in terms of personality preferences, students prefer extrusive style; in terms of information processing preferences, students prefer institutive style; in terms of decision making preferences, students prefer analytic style. There is no significant relationship between learning style preferences and English learning achievements except that in terms of sensory preferences, hand-on style is helpful to students in English learning.
Key words: learning style preferences; English learning; senior high students; English learning achievements
摘要：自20世纪70年代以来，外语教学与研究的重心已不再是如何教，而是研究如何学。其中，作为学习者的个体差异的学习风格已被认为是影响英语学习成绩的重要因素之一。国内在这方面的研究还相对较少。目前，国内对学习风格的研究多以大学生为对象，对中学生的学习风格研究较少。本研究以57名高一学生为研究对象，试图回答以下两个问题： 1高中生学习风格有哪几种类型 2，高中生学习风格与学习成绩是否有较大的关系，哪种学习风格对成绩有益，哪种学习风格不利于英语学习。实验表明中学生在感官偏爱上主要倾向于视觉和动觉两种学习风格，在人格特质上主要倾向于外向学习风格，在信息加工时，主要倾向直觉的学习风格，在思维方式上，主要倾向于分析学习风格。高中的学习成绩与学习风格没有显著的关联，也不存在一些学习风格更有利于学习，一些阻碍学习。