The Situation Investigation And Countermeasures On The English Learning Styles And Learning Strategies Of Tibetan Undergraduates

Along with the development of the education theory, the research onthe teaching practice and the gradual development of the new curriculumreform, the students’ individual difference has become the focus of theacademia and the educators. Constructivism learning theory point out thestudents’ learning process is that the students actively constructknowledge; teacher is a guide and helper. Therefore, the teacher shouldhelp student to learn how to study and cultivate students’ self-learningability.Learning style refers to students’ tendency to utilize a kind oflearning method and learning habits in the process of learning; eachstudent owns this characteristics. Learning style is neutral; there is nogood or bad learning style. However, different style has differentsignificance and advantages. According to the reasonable training, we canadjust learning style to match the learning material and achieve theoptimal effect. Learning strategy is the skill used in the process ofstudents’ knowledge and ability acquisition. Whether or not utilizing thelearning strategy directly relate to the study process and effect.The research on the learning style and learning strategy has been paidgreat attention by the researchers in recent years. But the research on theTibetan undergraduates is rather less. Based on the existence references, this study utilized the learning style and learning strategy questionnaires,carried the survey on the Tibetan undergraduates, and then analyze thedatabase according to the SPSS. The result shows:1. The overall learning style preference of Tibetan undergraduatesshows diversity characteristics. Among them, the most popular style is theindividual leaning style; the following is the visual, auditory; and thenkinesthetic, tactile learning style. The last one is the group learning style2. There is significant difference in the visual and auditory learningstyle preference between females and males; The English majors andnon-English majors has great difference in the auditory learning stylepreference; different family residence has no influence on the learningstyle preference.3. The Tibetan undergraduates’ overall learning strategies utilizedbelong to the medium level; Among the six strategies; the frequencyarrangements respectively are the meta-cognitive, compensation,affective, memory, cognitive and social strategy.4. In the gender difference, the significant difference exist in themeta-cognitive and affective strategy. There are clear differences in thecognitive, compensation, meta-cognitive, affective and social strategybetween English majors and non-English majors; there is no cleardifference between the different family residences.5. There were largely relationships between learning styles and strategies. Visual styles positively correlated to the memory and socialstrategy; auditory style is significantly related to the memory, cognitive,meta-cognitive, affective and social strategies; kinesthetic style is in thepositive correction with memory, meta-cognitive and affective strategies;individual style is greatly related to the meta-cognitive strategy.All this statistical results own meaningful significance. Based on this,we offered specific proposal on the English learning and teaching. Wehope the teachers and students should pay great attention to the learningstyles and strategies in the further study. Furthermore, we wish ourresearch can provide positive guide for our teaching.