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Introduction

Research Background
In the past few decades, improving learner’s self-studying ability has been the commonview among the educators and researchers in language teaching area. Researches on languageteaching have shifted their focus apart from language corpus, teaching materials, and teachingmethods. Learners began to adapt their own learning methods according to the individualcharacteristics. The shifts call for the language teachers to pay more attention to the individualdifferences. But how do language teachers improve their teaching so as to help learnersperform well in language studying? As a consequence, in recent years learning styles andlearning strategies have been the hot issues in teaching researches as they are the twoimportant features in language learning process.Learning styles are the general approaches students use in acquiring foreign languageand other subjects. These styles are “the overall patterns that give general direction to learningbehavior” (Cornett, 1983, p.9).According to the English Curriculum Standards for Compulsory Education and SeniorHigh Schools, the overall language ability includes affect, cultural awareness, languageknowledge, language skill and learning strategies. This new curriculum changes the emphasisfrom the training only in students’ knowledge and skills which lasts for decades to cultivatingstudents to use English in the real situation so as to achieve the goals. The new curriculumalso points that during the language teaching, teachers should help students to form their ownlearning strategies and possess the ability of adapting their learning strategies continually.
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Purpose of Study
1. To do the research about learning styles of senior high school students, which aims to knowhow the senior high school students’ learning styles distributed, and the research ofvocabulary learning strategies of senior high school students which is designed to know howthe senior high school students use their learning strategies in vocabulary learning.
2. To find the correlation between English learning styles and vocabulary learning strategiesof senior high school students.
3. To give some implications according to the research conclusion which could not only helpstudents improve their vocabulary study, but also be the Reference for senior high schoolEnglish teachers.
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Chapter 1 Literature Review

1.1 Learning style
The research of learning style belongs to the category of learners’ individual differencesand be based on the study of psychology. It is the combination of cognitive psychology studyand linguistic psychology. The study of learning style could be traced back to 1970s, but themore systematic and mutual studies are formed from 1980s to 1990s. The researchers whoraise learning style up and do further studies are Dunn and Price(1975), Gregorc(1979),Keefe(1979), Reid(1987) and so on. It is generally acknowledged that learning style refers toan individual’s natural, habitual, and preferred ways of absorbing, processing, and retainingnew information and skills. There are some divergences in the definitions of learning styles. On the one hand, it isbecause the studies of learning style are not sufficient at present and they are lack oftheoretical supports, on the other hand, the study of learning style involves cognitive model,perceptual model, affectiv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。