We know from the second language acquisition theory that many factors have effects on learners' second language learning. The individual differences of learners are a key factor in second language learning. Besides intelligence and character, cognitive style is an important factor of individual differences. The relationship between cognitive styles and language learning has been studied by many linguists and lots of conclusions have been made.Vocational high school students are a special group of students. They failed to enter senior high school because of poor performances in their graduation test after receiving nine-year compulsive education. Their learning ability and learning habit are poorer than those of their peers. However, it is of great importance for them to learn English well since English is one of their major subjects in the vocational high school. In this paper, field-dependence & field-independence model on the holist-analytic style dimension of cognitive style and visual & verbal model on the verbalizer-imager style dimension are selected to be researched on their relationship to the vocational high school students' English learning. Subjects are categorized into three types (field-dependence, bimodal & field-independence; verbal, bimodal & visual) after being tested.In this paper, it is found that the field-dependence & field-independence model's effects on the vocational high school students' English academic achievements are not significant. The verbal-visual model has a significant effect on the vocational high school students' listening comprehension achievements. Moreover, the bimodel subjects' English are better than both the verbal and the visual. At last, some advice on how to improve English teaching in the vocational high school are put forward. Thus, the English teachers of vocational high school may follow these advice to improve their English teaching by teaching the students in accordance of their cognitive styles. |