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5.2 Pedagogical Implications.......... 45
5.2.1 Developing the Awareness of Perceptual Learning Styles.......... 46
5.2.2 Enhancing the Training on Writing Strategies Use.......... 47
5.2.3 Accepting Major-related Differences ..........48
5.2.4 Linking Perceptual Learning Styles and Writing Strategies.......... 49
5.3 Limitations of the Study ..........49

4 Results and Findings

Through the descriptive analysis of the collected data mentioned above, the subjects'English writing strategies preference, perceptual learning styles preference，and writingachievements are obtained in this chapter. Then the comparative study is demonstrated toinvestigate the possible differences in writing strategies use and perceptual learning stylespreference among the subjects specializing in the fields of SE and LA. Moreover, therelationship among the overall writing strategies, perceptual learning styles and writingachievements is presented in the end of this chapter. In order to find out the overall distribution of subjects' English writing strategies choice,the corresponding descriptive analysis of writing strategies employed in their English writingare demonstrated in Table 4.1. In the table below, the variables consist of memory, cognitive,compensation，metacognitive, affective, and social strategy groups and their 21 specificstrategies. The mean score represents the frequency of the subjects' writing strategy use andthe standard deviation shows the differences of the subjects' choice of each writing strategy.
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Conclusion

This study collects and analyzes the data from one writing task and two questionnaires,for the purpose of investigating non-English majors' use of English writing strategies, theirperceptual learning styles preferences and the correlation between their writing strategies,learning styles and writing achievements. Through the analyses in SPSS 16.0, the presentstudy makes the following major findings.Firstly, as English writing strategies use is concerned, the result from the descriptiveanalysis shows that non-English majors in Dalian University of Technology (DUT) usevarious English writing strategies to cope with their writing tasks. As a whole, they use thewriting strategies just at a medium level, which fails to satisfy the high requirements oncollege students' English writing. The most frequently used writing strategies groups arecompensation and memory strategies. On the contrary, affective and metacognitive strategiesreceive relatively insufficient attention. As for the specific writing strategies, the strategy ofusing discourse connectives is the most frequently used by non-English major students as aresult of their English teachers' specific instruction on this aspect. The least commonly usedone turns out to be the strategy of arranging and planning due to the lack of time andconsciousness on self-monitoring writing practice. To probe into the possible differences inwriting strategies use among students majoring in SE and LA, the Independent-Samples TTest is conducted, whose result indicates that there only exists significant difference in theuse of imitating strategy. The use of writing strategies as a whole is of no significantdifference among the learners of SE and LA, but students majoring in LA use writingstrategies more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。