A Discussion On EFL Classroom Input Based On Learning Styles Survey

How to offer students efficient input in EFL classroom has been a huge task teachers have faced for a long time. With the development and revolution of English teaching the tendency of foreign language teaching and learning in SLA research has been shifted from "teacher-centered" to "learner-centered", which arouses much attention. In this thesis, the author makes use of the results of a survey by questionnaires done among some freshmen in Taiyuan University of Technology to figure out their learning style preferences by descriptive analysis of SPSS. Author's survey results show that the subjects like learning under teachers' guidance, auditory learning style is their preference. In spite of the fact that they are adult learners who have formed their unique way of learning and prone to individual learning, they think teachers play great function in the learning process.This thesis is a tentative study on classroom input based on learners' learning styles. There are two questions need to be answered: first, what learning styles are majors ones that influence English learning of these subjects? Second, how to offer learners proper input that is based on the learners' learning style preferences? After the analysis of data by SPSS, the author proposes that in a teacher-guidance classroom it is useful to introduce CALL system, which may suit to all the EFL classroom instruction in China.This thesis is composed of five chapters. The first chapter talks about why the topic is proposed and some related discussion. The second chapter makes an exposition of the basic theory of classroom instruction, input and learning styles and some related discussion, including their definition, classification and a brief review of their theoretical background. This part lays a sound theoretical foundation for the research. The third chapter introduces the objects of the survey, research design and methodology, data collection and analysis. The fourth chapter is an important section including the analysis of the survey results and some discussions on the subjects' learning styles. The fifth chapter summarizes the survey and discusses implications of teaching in detail. In all, by figuring out the subjects' learning style preference author tries to find out the proper input for them and reach the final purpose of finding a type of input that fits the learners.