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cate that students display a wide variety of perceptual learning style preferences. And in recent years, students’ comprehensive abilities, such as reading, listening, writing, have drawn much more attention from teachers and researchers. The most preferred perceptual learning style is tactile learning style (mean = 39.55). The second highest value is occupied by visual learners (mean = 37.45). Then come individual learners (mean = 36.24), auditory learners  (mean  =  36.07),  group  learners  (mean  =  33.95)  and  kinesthetic  learners  (mean  = 33.48) in turn. The value of Std.Deviation illustrates that the smallest differences situate in the  individual  learning  style,  which  means  the  divergence  towards  individual  learning methods of most students is relatively small. The value of kinesthetic learning style’s Std. Deviation is the largest number, which means that students are distributed most widely in kinesthetic learning style. 

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Conclusion

This chapter presents the research conclusion, including major findings, implications for students and teachers, limitations and some suggestions for the further research. Based on the results of the experiment, the two research questions of the experiment got  positive  answers  respectively.  The  major  findings  based  on  the  data  collected  were described elaborately in the following aspects in terms of the research questions.  Firstly,  the  perceptual  learning  style  approach  in  promoting  junior  high  school students’  English  autonomous  learning  ability  was  better  than  the  traditional  teaching method.  After  taught  English  vocabulary  based  on  perceptual  learning  styles,  students became  more  confident  and  interested  in  English  vocabulary  learning.  They  could understand  their  own  advantages  and  disadvantages  in  learning  English  vocabulary.  And students  were  informed  of  the  knowledge  of  the  English  vocabulary  learning  strategies corresponding  to  related  perceptual  learning  styles,  which  was  helpful  for  students  to choose English learning strategies that fitted in them best. Therefore, students understood clearly  and  flexibly  what  to  learn,  when  to  learn  and  how  to  learn.  It  could  be  confirmed that students’ English autonomous learning ability increased obviously.  Secondly,  by  analyzing  and  comparing  the  results  of  the  students’  scores  of  the  two classes  in  the  integrative  English  vocabulary  tests,  it  turned  out  that  there  was  significant difference between the two classes and the students’ scores in EC had a bigger promotion after  the  English  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。