Influence Of Relation Of English Learning Styles And Teaching Preferences On Learning Achievements

Classroom teaching of College English is an important link in the process of classroom teaching, but at present the achievements is not ideal, it doesn't have a great reputation. English learning is conducted in classroom primarily, therefore classroom become a place where Chinese students use learning strategies, ideas, ways and methods. College English curriculum requirements issued by the ministry of education in 2007 proposed new educational ideas that college English should be personalized, cooperative, modularized, hypertextualized, and proposed that change of teaching model means not only changes of teaching methods and means, also changes of teaching method from teacher-centered to student-centered.Previous studies focused on the influences of teaching modes and methods, learning environments, strategies on learning results from the point view of matching. In this study, the author would investigate the relationship between the leaning styles and teaching preferences and their matching degree from the standpoint of the high-result group and the low-result group.It aims to respectively explore two groups'learning models of learning styles and teaching preferences in English classroom learning process. Some rules, which influence learning through learning styles and teaching preferences and their interaction, could be found though comparison of modes of the high-result group and the low-result group. Its specific questions are viewed as follows:(1) What kind of learning styles and teaching preferences do the high-result group and the low-result group prefer respectively? Are there any differences between the two groups? What are differences?(2) What are the correlation between teaching preferences and learning styles? (3) What kind of model of learning styles and teaching preferences does the high/low-result group have respectively? What are the differences? How about the influence of learning?Some specific results are viewed as follows:1. The high/low-result group students' learning styles in experiential and kinesthetic type dimensions are apparently different, and their preferences for teaching methods and strategies are not completely identical;2. High/low-result group students prefer different methods and strategies, and two group's preferences: team probing (difficulties), peer student helping, reciting text paragraphs, narrating mainly are absolutely different,3. High/low-result groups in visual, auditory, group type and single type have no significant difference, but the same dimensionality of learning style in the two groups tend different teaching methods;4. In a sense, different learning styles prefer different modes of teaching, and different kinds of teaching methods are also suitable for different learning styles of learnersFinally, the paper objectively points out the deficiency in this study, for example: distinction about mismatch or matching of learning styles and teaching preference is coarser. It is just based on the degree of correlation between learning styles and teaching preference just to facilitate the operation.Some new ideas are put forward for the subsequent research's development, for example: we plan to refine matching degree to study the relationship between matching degree and learning effect.