A Study On The Influence Of The Matching Situation Between English Teaching Styles And Learning Styles On Senior High School Students' Learning Scores

There are an increasing number of people realizing the importance of English teaching and learning in senior high schools.However,the English teaching effect is still not satisfying.It is noted that many teachers prefer to teach basing on their preferred styles,thinking little of students' learning styles.Since learning styles and teaching styles play an important part in English learning and teaching,researching them is of great benefit undoubtedly.Through research,it has been found that there are some scholars having studied them two.Some scholars claim that the matching situation between learning styles and teaching styles have an impact on students' English learning scores after research.However,Chinese researches about this are very limited,and many of them are on the basis of theoretical hypothesis,lacking empirical studies.Therefore,this research will combine qualitative methods and quantitative methods to study the English learning styles and teaching styles in senior high school.The research questions are presented as follows:(1)What English learning styles do senior high school students have?(2)What teaching styles do senior high school English teachers have?(3)What is the matching situation between English teaching styles and learning styles in senior high school?(4)What influence does the matching situation have on students' learning scores?The research is based on three theories,which includes Gardner's(1983)Socio-education Model,Roger's(1969)Humanistic Approaches and Constructivism Learning Theory.Importantly,More's(1993)Learning Style Identification Scale and Teaching Style Identification Scale are used to assess students' learning styles and teachers' teaching styles from six classes chosen randomly from senior high schools.According to More(1993),learning style and teaching style are all divided into four dimensions respectively: global/analytic,verbal/imaginal,concrete/abstract and TEF/-reflective.All the data collected are analyzed by using Statistical Packages for the Social Sciences 20.0(SPSS 20.0).From the analyzed results,it can be pointed out that as for students investigated,global-preferred students are more than analytic-preferred,imaginal-preferred students are more than verbal-preferred,concrete-preferred students are more than abstract-preferred,and more students are reflective-preferred thanTEF-preferred.Besides,more teachers are verbal-preferred than imaginal-preferred,teachers with abstract styles are more than those with concrete ones,and most teachers are reflective-preferred.From the perspective of the matching situation between teaching styles and learning styles,on the whole the percentages of match students,balanced students and mismatch students are very near.Meanwhile,in terms of the relationship between the matching situation and students' learning scores,it is found that there is a leaner relation existing between them,that is,the higher the degree of the match is,the higher the learning scores will be.Furthermore,interviews are used to discuss the research results.Basing on these results,the author puts forward some practical suggestions on English teaching and learning.On one hand,identifying students' and teachers' style preferences is necessary;on the other hand,teachers should make an effort to match their teaching styles with more students' learning styles,which is of benefit to students' learning scores.Although there are some inescapable limitations in this research,the research is still significant both theoretically and practically.