Abstract
Along with the rapid development of globalization, there is an increasingly necessity of acquiring English as an indispensable tool of communication. Meanwhile, with the research on second language acquisition (SLA), as well as the implementation of human-oriented education, people tend to pay more attention to personalized development. Hence, the emphasis of today’s education has gradually been shifted from “teaching” to “learning”, and more and more importance has been attached to the impacts of learner’s individual differences in the process of language acquisition. Learning style, as a significant cognitive factor which affects second or foreign language learning in one way or another attracts much attention in the field of SLA research in the recent decades. Through a survey on English teaching styles and learning styles, this paper argues that by matching between English teaching styles and learning styles it has some positive impacts on student’s English achievements.
The paper includes five parts. The first part serves as an introduction to the general study background and the significance of the research goes first. Then, the second part reviews the conceptual definition and classification of both teaching style and learning style. Meanwhile, the theoretical basis and studies relevant to the present research are also explicit. The third part refers to the methodology of the research including the objectives, instruments as well as the research procedures. The fourth part analyses the results collected from questionnaires. After demonstrating the interpretations of the results, the fifth part draws a conclusion to a matching between English teaching styles and learning styles which has positive impact on student’s English achievements.
Keywords: teaching style; learning style; match; Junior High Schools
Contents
Abstract
摘 要
1. Introduction-1
1.1 Background of the Study-1
1.2 Purpose and Significance of the Research-1
1.3 The Outline of This Paper-1
2. Literature Review-3
2.1 Review of Learning Styles-3
2.1.1 Learning Style Research-3
2.1.2 Classifications of Learning Styles-3
2.2 Review of Teaching Styles-5
2.2.1 Defining and Categorizing Teaching Styles-5
2.2.2 Teaching Styles Theories and Its Influence on Students-6
2.3 Review of Research on the T-L Styles Relationship-6
2.3.1 A Review of the Researches Abroad-6
2.3.2 A Review of Domestic Researches-6
3. Research Procedure and Data Collection-8
3.1 Goals and Research Questions of this Study-8
3.2 Participants-8
3.3 Instruments-8
3.4 Data Collection and Analysis-8
4. Data Analysis and Academic Discussion-10
4.1 The Overall Tendency of English Learners’ Learning Styles Preferences-10
4.2 The Overall Tendency of English Teachers’ Teaching Styles Preferences-10
4.3 Comparison and Contrast between T-L Styles-11
5. Conclusions and Implications-12
5.1 Theoretical Significances-12
5.2 Pedagogical Implications-12
5.2.1 Implications to English Learners-12
5.2.2 Implications to English Teachers-13
5.3 Limitations of the Study-14
5.4 Further Researches and Future Expectations-15
References-16
Appendix I-18
Appendix II-22
