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初中生英语学习风格研究.docx

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初中生英语学习风格研究 ResearchontheLearningStyleofJuniorHighSchoolStudentsinEnglishLearning Abstract ThestudyaimstoinvestigatethelearningstylesthatjuniorhighschoolstudentsusewhenlearningEnglish.Itisbasedonthepremisethatunderstandingstudents'learningstyleswouldhelpeducatorsinassessingteachingstrategiesandimprovingclassroomactivities.ThestudyinvolvedthreedifferentEnglishclassesfromjuniorhighschoolsacrossdifferentregions/municipalitiesinChina.Firstly,asurveywasconductedtocollectdataondemographyandlearningstylepreferences.Inaddition,classobservationrecords,homeworkassignments,andexaminationscoreswereincludedintheanalysisofstudents'learningstyles.TheresearchresultsshowthatmostjuniorhighschoolstudentsinChinaprefertolearnEnglishinavisual,kinesthetic,andreading/writinglearningstyle.Theexaminationperformanceshowedthatthevisuallearningstyleperformedbetterthantheotherlearningstyles. Introduction Thejuniorhighschoolperiodisatransitionalphaseineducationwherestudentsshouldacquirenewknowledgeandskills,includinglanguage.English,asasecondlanguage(L2),hasbecometheprimaryforeignlanguageinChineseeducation.ToenhancetheeffectivenessofL2acquisition,teachingmethodsshouldtakeintoaccountstudents'learningstylepreferences.AccordingtoKolb'slearningstyletheory(1974),individuals'preferredlearningstylescouldbecategorizedintofourdimensions:concreteexperience,observationofandreflectiononthatexperience,abstractionandsynthesisofconcepts,andtestinginnewsituations.Similarly,ZhangandIngram(2017)classifylearningstylesinthreetypes:visual,auditory,andkinesthetic.Englisheducatorsshouldbeawareofstudents'preferredlearningstyleanddevelopstrategiestoenhanceteachingandlearning. ThepurposeofthisstudyistoexplorethelearningstylesofjuniorhighschoolstudentsinEnglishlearning,howthesestylesdifferaccordingtodemographics,andhowtheyaffectacademicperformance. Methodology Participants Theparticipantswere121juniorhighschoolstudentsfromthreedifferentEnglishclassesinChina,includingoneclassfromacityinnorthernChina,oneclassfromacityinsouth