Using Learners' Cognitive Learning Styles In The Foreign Language Teaching In Senior Schools

For quite a long time in China, senior schools are heavily based to uniformity over diversity and students are all instructed in the same way in the classroom. Students'activities and individual differences have been neglected. Recently, with quality-oriented education and the learner-centered approach implemented, more and more focuses have been put on the learners rather than on the instructors. With the shift in focus in EFL from teaching methodology to learners and processes, teachers begin to aware how students learn and consider cognitive learning styles as one of the personality-related variables influencing success in learning a foreign language in senior schools. Learners with different cognitive learning styles adopt quite different strategies in learning a foreign language in senior schools. Therefore, foreign language teachers should keep a match between learners'styles and teaching methodologies to improve teaching proficiency.The present study is mainly concerned with cognitive learning styles theory, the kinds of cognitive learning styles, the related factors in the forming of cognitive and learning styles, the language learning and teaching strategies, language acquisition and an empirical investigation on the distribution of the learning styles of the senior high school students and some classroom implication.