An Investigation Into The Differences And Causes Of Learning Styles Among Non-English Majors At Chinese Universities

In our country, the research of learning style is still at the beginning phase. The researchers of this domain mainly introduce the foreign theory and do the relative studies, rarely do the qualitative research or the teacher action research. The reason is the researchers think that the learning style belongs to the uncontrolled factors, which is difficult to formulate the plan of teaching (Zhao Xuan, Xi Jing,2006). And at the same time, the dimensions on learning style, the definitions of learning, the model of learning styles, and the measurement mode are varieties which make the researchers determine the relative factors are difficult more over to manipulate the variable in the experimental study. In a word, we still don't make it clear what factors formed the learning style. During the past surveys what we have ignored is through the quantitative research to find the contributing factors of learning style. The forming of learning style is both affected by internal and external factors. Only if make the contributing factors of learning style clearly, we could classify the learning style preference of our university students under the EFL environment exactly. In this paper, the author discusses the contributing factors of leaning style from the view of learning process of the relative theory of psychology and educational psychology, so that we could understand the leaning and learning process clearly. This paper uses both methods of quantitative and quantitative research. The author implements the quantitative research method including random sampling and questionnaire survey to gain the empirical data; and gets the qualitative material through the qualitative approach of purpositive sampling aiming at selecting the subject who will provide the most useful information and the specific approach is the quantitative emic including the observation, surveys, visits, interviews, questionnaires. At last the author analyzes the material through related theory of education and psychology to conclude what are the contributing factors of forming the leaning style of university students.