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apter provides descriptive statistics and discussions of the findings. The fifth chapter discusses the implications, limitations, and suggestions of the research.
The research adopts quantitative research methods and takes 200 non-English majors in Shanxi Agricultural University as the subjects. The subjects’ perceptual and personality styles are investigated through two questionnaires respectively: one is the perceptual learning style preference survey designed by Joy Reid; the other is the Myers-Briggs Type Indicator by Myers and Katharine Briggs. The statistic analysis is processed with SPSS.
The findings are listed as follows:
1. The subjects prefer visual style most and group style least.
2. Most of the subjects have the preference for inversion, sensing, feeling, and judging types.
3. The visual and auditory style has positive correlations with English listening achievements.
4. There is a negative correlation between extroversion and English listening achievements.
5. A positive correlation can be found between introversion and visual style.
6. A positive correlation can be found between extroversion and group style.
Though the research has its limitations, the results are still instructive in some way. During the teaching and learning process, teachers should pay attention to individual differences, take students’ learning style preference into consideration in curriculum design, match corresponding teaching styles to various learning styles, and make classroom a positive learning environment for students.

Key words: learning style; perceptual learning style; personality type; English listening achievement; correlation

CONTENT
Chapter I Introduction 1
1.1 Background of the research 1
1.2 Significance of the research 3
1.3 Purpose of the research 4
1.4 Organization of the Thesis 4
Chapter Ⅱ Literature Review 5
2.1 Learning Style 5
2.1.1 Definition 5
2.1.2 Learning styles & Cognitive styles 8
2.1.3 Learning styles and learning strategies 10
2.1.4 Categories of Learning Styles 10
2.1.5 Major Theories of Learning Styles 13
2.1.6 Perceptual Learning Styles 20
2.2 Personality Types 23
2.2.1 Theories 23
2.2.2 Empirical studies on Chinese students 28
2.3 Empirical studies on Learning styles and Personality types 29
2.4 Theoretical framework of the research 33
Chapter Ⅲ Methodology 35
3.1 Research Questions 35
3.2 Subjects 35
3.3 Instruments 36
3.3.1 Questionnaires 36
3.3.2 Language proficiency test (CET-4) 38
3.4 Procedures of data analysis 38
Part Ⅳ. Findings and Discussions 40
4.1 Findings 40
4.1.1 Results of the Perceptual Learning Style Preference 40
4.1.2 Results of the Myers-Briggs Type Indicator 41
4.1.3 Descriptive statistics of scores in CET-4 43
4.1.4 Correlation results between perceptual learning styles and listening achievements 44
4.1.5 Correlation results between personality types and listening achievements 45
4.1.6 Correlation results between本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。