| With the rapid development of cognitive psychology, the research on learner strategy has been a good harvest. The scholars at home have published a lot of constructive papers over the recent ten years. Some of them introduced in detail the research on social and affective strategies, and the research methods (Dai Weidong, 1994; Wu Zensheng, 1994; Wen Qiufang, 1995). And others investigated the factors affecting English achievement, such as motivations, learning-beliefs, attitudes and the learning strategies used by the good and the poor students (Wen Qiufang, 1996, 2001; Ma Guanhui, 1997; Hao Mei, 2001). However, the study of the relationship between learning styles, learning strategy uses and results of English learning lacks enough attention. Additionally, most quantitative studies on language learning strategy uses at home took the university students as their subjects (Wen Qiufang, 1995; Wen Qiufang, 1996; Wen Qiufang et. al., 1997; Wen Qiufang, 2001; Ma Guanhui, 1997); few of them took high school students as their subjects. It is obvious that language learners in universities and high schools are in quite different language conditions (learners' age, maturity level, language proficiency level, motivation, stage of language learning, instructional methods etc.). Moreover, in order to deepen one's understanding of second or foreign language learning processes and strategies, somescholars abroad, such as Stern (1983:412), calls for further research "in different social contexts, under different language learning conditions, at different ages and maturity levels, and at different levels of proficiency".Naturally, the present study aims at investigating in Chinese cultural contexts what is the relationship between learning styles and learning strategies and how the independent factors (learning styles, learning strategies, motivations, sex) influence the English achievement among the high school students. Meanwhile, the differences of learning strategies used by the high and the low groups are analyzed.Firstly, the relevant theories about English learning strategies, learning styles, motivation, interest, sex and English achievement test are outlined and the findings of the previous and relevant researches are summarized. Based on all these, a tentative theoretical framework and hypotheses are proposed. Secondly, Oxford's Strategy Inventory for Language Learning (SILL) and Myers-Briggs Type Indicator (MBTI) are adapted as research tools. Thirdly, the sample, recruited from five senior high schools in Zhanjiang City, includes 976 students. Data is collected and analyzed statistically. Then the results are discussed and several conclusions are set out, which highlight some implications for educational guidance of EFL teachers. Finally, the limitations of the present study and suggestions for future work in this field are portrayed.This dissertation consists of the following five chapters:Chapter One is an introduction, in which the background of the present study, the purposes, hypotheses and the important definitions are introduced.Chapter Two explores the relevant literature. Oxford's classification of learning strategies and Jung's psychological types are outlined. The correlation of MBTI and EFL/ ESL learning, and the findings of factors influencing languages are summarized. All these serve as theoretical foundation for the research framework and hypotheses of this study.Chapter Three deals with the design and implementation. The design is based on the theoretical framework that all the independent factors interact each oilier affecting the English achievement. The samples were recruited from five high schools in Zhanjiang City. The questionnaire survey was used to collect data. The instruments involved were the English achievement tests, Oxford's Strategy Inventory for Language Learning,Myers-Briggs Type Indicator. The data was analyzed through Chi square test, HOTELLNG T2, Multivariate analysis of variance (MANOVA), Pearson correlation analysis, and Regression analysis, by using S...
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