Learning Effects Of Perceptual Learning Styles Under The Implicit And Explicit Learning Conditions

Under the guidance of implicit learning theory and learning style theory, the present study adopts the popular psychological methodology abroad-the strong dissociation procedure to find out the learning effects of Junior One students with different perceptual learning styles in English syntactic acquisition under implicit and explicit learning conditions.An experiment was conducted. The first step of the experiment was an investigation with Perceptual Learning Style Preference Questionnaire by Joy M. Reid (Copyright 1984) as a testing tool to identify the perceptual learning styles of the subjects. On the basis of the investigation, the second step was a test of the learning effects of the subjects with a 4*2 between-subject factorial design, which included learning conditions and perceptual learning styles as two individual between-subject factors. In the learning conditions, there are two control levels: implicit learning and explicit learning; in the perceptual learning styles, there are four control levels:visual learners, auditory learners, tactile learners and kinesthetic learners. The dependent variable was the subjects'score, and the data was processed with SPSS 14.0 for Windows (GLM-General Factorial), then the main effect, interaction and simple effect were analyzed.The experimental results suggest that in the English syntactic acquisition, learners with different perceptual learning styles have different learning effects under the implicit and explicit learning conditions and there is an interaction between learning styles and implicit and explicit learning conditions. Although there is limitation in the present research, the results of this study shed light on the understanding of the relationship between learner's perceptual learning styles and implicit and explicit learning conditions. The instructional implications mainly concern strengthening the awareness of learning styles on both parts of teachers and students, diagnosing students'learning styles, making instruction on learning styles, diversifying teaching methods and stretching students'learning styles by applying various learning strategies to different learning tasks.