A Study Of Matching Classroom Teaching With High School Students' English Learning Style

EFL teaching has a history of more than one hundred years in China. In the past decades, foreign language teaching research has centered on teachers and teaching. With the development of society, the focus in foreign language teaching research has turned from teachers' teaching to students and their learning process, especially in recent years. Individual learner differences such as personality, affect, motivation, language aptitude, learning strategy and learning style have become the focus of research. Learning styles, which can most reflect students' individual differences, are considered to be one of the main factors influencing the learning of a foreign language. In practical teaching, however, it is often found that students' learning styles sometimes conflict with the teacher's teaching style, which of course affects the outcome of learning. Therefore, how to conduct appropriate classroom teaching based on students' learning styles is the key to helping students to learn English well.The present thesis discusses the definition, characteristics and classifications of learning style as well as some representative types of learning style, analyzes the relationship between learning style and learning strategy and teaching strategy, reviews the related researches at home and abroad and points out the shortcomings of previous researches. Although the researches abroad are earlier than those at home, the former have mainly concentrated on college education, adult education and college students, and their practical situations are not quite suitable for our China's. From the late 1980s, learning styles begun to be studied at home but the studies were focused on college students, especially English majors, and few researches were done on secondary school students. As the period of studying in the secondary school is so important and needs greater concern for students' learning styles, the present research takes the high school students as its subjects to study the effect on the outcome of EFL by carrying out matching classroom teaching with students' learning styles.In order to ensure its effectiveness, the writer, based on the theories of humanism and social constructivism, carried out the experiment by means of contract and collected related data through the questionnaire, interview, pre-test and post-test. After a deep contrastive analysis of the data, the writer found that matching classroom teaching with the students' learning styles influenced the achievements of the students, and that the students in the experimental group benefited greatly from the teaching activities in this regard.Based on the results of the research, some suggestions for high school English teaching and learning are proposed at the end of the thesis. It is quite necessary for both teachers and students to raise their awareness of learning styles. Teachers as medium, on the one hand, should try to understand, adopt and diversify their teaching styles to match the diverse learning styles of different students with different achievement levels from different stages; on the other hand, they should enlarge and enrich high students' learning styles, making students' learning style pluralistic, more flexible, and more balanced to realize their autonomous learning. Only in this way can effective teaching and learning be promoted and achieved.