| In China, great attention has been paid to English teaching pedagogy in order to improve learners' English level. However, English learners are still struggling helplessly in their process of English learning. Researchers came to realize that in any successful teaching the learners' individual characteristics must be taken into consideration. Among the individual variables, language learning strategies and language learning styles are the key factors. Many researchers have carried out studies in learning strategies and learning styles respectively, but little has been done in the relationship between learning styles and learning strategy choices, especially in China. Therefore, there is a significant need to carry out a study in this area. Through this study, the teachers can know about not only the students' learning style preferences and learning strategy choices in learning but also their own. Thus, the teachers can employ more appropriate teaching methods which best cater for the learning styles and learning strategies of the students; on the other hand, the students' awareness of their learning style and learning strategy preferences can help them become flexible in different learning tasks and find their best mode of language learning.In the present study, it aims to explore the following five questions:1. What is the status quo of language learning strategies by Chinese non-English major students?2. Is there any significant difference in the frequency of language learning strategy use of the students based on their gender?3. What are the learning style preferences of non-English major students?4. Is there any significant difference in the perceptual learning style preferences between the female students and the male students?5. Is there a significant correlation between students' learning style and learning strategy preferences?In order to answer these questions, the author carried out a study on 150 non-English majors from four colleges and departments of Shanxi University. To obtain the data, two questionnaires are used, which are Oxford's (1989) Strategy Inventory for Language Learning (SILL) and Reid's (1984) Perceptual Learning Style Preference Questionnaire (PLSP).After the data were collected, they were analyzed by SPSS. The findings are as follows: firstly, compensation strategy was found to be the most frequently used strategy of all the six categories; metacognitive strategy ranked the second and then come cognitive strategy, social strategy, the memory strategy and the social strategy. Secondly, it showed female students and male students varied significantly in meta-cognitive strategies, affective strategies and social strategies. Thirdly, it was found that students used visual learning style and individual learning style as major learning style preference. Tactile learning style, auditory learning style, group learning style, kinesthetic learning style, fell into minor learning style preferences. Fourthly, the difference in auditory learning style was found between the female and male students, females preferring auditory learning than males. As to the other learning styles, no significant difference was found. Finally, it was found that learning styles and learning strategies have a significant relationship except auditory learning style. Visual learning styles had strong relationships with all the six learning strategy categories and it turned out to be the most influential learning style variable affecting learners' learning strategy choices. Tactile learning style had significant relationships with five of all the six learning strategy categories except social strategy. Besides, kinesthetic learning style also had significant relationships with five of all the six learning strategy categories except meta-cognitive strategy. Group learning style only had a strong relationship with memory strategy. Individual learning style had strong relationship with cognitive, meta-cognitive and affective strategies.
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