Strategic Options In College English Classroom Teaching Based On Students' Learning Style Preferences

As an aspect of individual differences, learners' learning style preference has been studied for a long time. However, it has not drawn as much attention as needed and been applied in the teaching of big classes for some reasons.This paper aims to highlight the influence of students' learning style preferences on classroom teaching and the significance for teachers to take teaching options strategically. It also discusses the factors that may impede the teachers' application.To complete this research, the author adopts three ways, including questionnaire, survey and interview. First, Reid's questionnaire is used to classify the participants' learning style preferences with the assistance of their semester test scores to prove the learners' learning style diversity and that those who have more learning styles achieve more than those who are not. Second, a classroom teaching strategy preference survey has been completed among the students. From this survey we can see that there are some correlations between participants' learning style preferences and their preferences for teaching methods. The third step of the research is an interview with two versions for both teachers and students. During the interviewing, the interviewees were encouraged to feel free to convey their thinking,which also supports taking strategic options based on learning style preferences.The results show that:(1) there are different learning style preferences in a class and one usually has more than one preference in learning styles; (2) they do show their favors on those which conforms their learning styles and dislike those which don't. Thus, teachers have to take teaching strategies based on different learning style preferences to help them learn best; (3) It is also necessary to guide the students' learning style stretching to be more adaptable to the teachers' teaching styles and methods.