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1 Introduction

1.1 Research Background
The focus of current researches in second language acquisition (SLA) has been drawn onexploring the individual differences (ID)，such as age, gender, motivation, cognitive stylesand learning strategies. It is now broadly acknowledged that individual differences withinlearners themselves influence the effectiveness of different instructional methods^*I A generalreview of the researches shows that researches into learning styles and learning strategiescomprise an important part of the study of individual factors.Learning styles are internally based characteristics of an individual, which are often notperceived or used consciously during the process of absorbing and understanding information.Numerous studies on learning styles have identified different aspects of learning styles, andthe important role in second language (L2) learning (Dunn & Dunn; Keefe; Reid; Ellis;Kinsella et Under the influence of related theories and practice abroad, somescholars in China also make efforts to investigate the learning styles in Chinese context (WenQiufang & Wang Haixiao; Wang Churning; Yu Xinle et According to the workLearning Styles in the ESL/EFL Classroom written by English scholar Reid，thelearning-style research can be generally divided into three types, cognitive, sensory andpersonality learning styles.
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1.2 Significance of the Study
As far as students' English learning situation is concerned, Chinese students performmuch worse in speaking and writing than in listening and reading. The current situation ofChinese college students' English writing is far from satisfactoiy. Wen Qiufang claims that arequirement of English writing ability would become one of the important criteria forqualified personnel in the 21st century[)8]. Despite its importance, writing has been a neglected area in language acquisition, and has receives inadequate attention. It is suggestedthat learning strategies have distinctive impacts on second language writing，and individual'slearning styles may influence learning strategies they employ in the language learning. Thepresent study is undertaken to investigate learners' preferred writing strategies and perceptuallearning styles, as well to investigate the correlation between their writing strategies,perceptual learning styles and writing achievements.The study adopts both qualitative and quantitative research methods in order to make thestudy scientific and objective. Chinese non-English major students from one university ofScience and Engineering are chosen as research subjects. The innovation points of the studyare to find out the differences in the perceptual learning styles pReferences and in the use ofwriting strategies among students majoring in the fields of Science and Engineering (SE) andLiberal Arts (LA). Furthermore, another innovation is to combine learners' both perceptuallearning styles and writing strategies into their English compositions.
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2 Literature Review

2.1 Literature Review on Writing Strategies
It is generally acknowledged that learning strategy is one of the most important variablesto explain individual differences in learning attainment. Abroad studies on language learningstrategies in the field of SLA started in the middle of 1970s. With the development ofstudent-centered teaching pattern and the popularity of learn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。