A Study Of Language On The Relationship Among Learning Strategies, Learning Styles And Spoken English Achievement

For a long time, oral English teaching in China hasn’t been given enough emphasis and attention. Most students can do a great job in writing and translating work, yet they find themselves quite defeated and helpless when facing with a task that careful oral elaboration is needed. They can read scripts and dialogues in books quite well, but cannot cope with a real daily life conversation with a native speaker, or even their own English teacher in class. On the other hand, a delicate and faultless arrangement of classroom activities is in bad need too.In the area of foreign language education in China, research focus has been shifted from teaching method centered on teachers to that on students in the past decades. And the study of learning style and learning strategies has drawn increasingly great attention from both researchers and teachers in SLA. However, most of those researches conducted before didn’t touch upon the relationship among learning style, learning strategy and oral English achievement, in particular, of English majors students in reality.Therefore, this thesis is going to be endeavored with a view to project a few insights into this area. Altogether sixty-three students, first-year English majors from Hubei University ZhiXing College were involved in this study. Two questionnaires and a copy of SET-3test paper were carefully revised and employed to collect students’data and then the data were processed by SPSS16.0. The results indicate that learning style and learning strategy both have a certain correlation with students’oral English proficiency.Two major points are concluded from this study. Firstly, teachers are obliged to know well about students’learning styles distribution and preferences, thus adjust their own teaching methods, so as to elevate and better students’oral English outcomes. At the same time, learning strategy training can be embedded into oral English classroom activities, through which students could learn how to use certain communicative strategies to facilitate their oral presentations.In all, the current study would like to arouse the awareness and reinforce the understanding of the learning style and learning strategy. Hopefully, the results could make a slight contribution to the ESL/SLA research and those on individual differences, and offer some insights into the current oral English teaching and learning.