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本研究基于Herbert Thelen的学习风格理论与Reid对学习风格的分类理论,采用定量与定性研究相结合的方法,对重庆市某高校二年级基础英语班47位学生进行为期半年的实验,并对其中的6位学生进行了半结构化访谈,分析学生的学习风格与英语口语产出的关系。研究结果表明:研究对象之间存在学习风格的差异,学生的性别、专业和年龄与学习风格不相关;学生学习风格与其英语口语产出之间没有明显的关系。研究指出,学生英语口语的提高不是一蹴而就的,需要从小抓起,需要家庭和学校共同努力激发学生的兴趣,提高学生的意识。
Based on Herbert Thelen’s learning style theory and Reid’s classification theory of learning style, this study uses a combination of quantitative and qualitative methods to conduct a half-year experiment on 47 students of the second year basic English class in a college in Chongqing, Six students conducted a semi-structured interview to analyze the relationship between students’ learning style and spoken English output. The results show that there is a difference in learning styles among the study subjects. The gender, specialty and age of the students are not related to the learning style. There is no obvious relationship between the students’ learning styles and their spoken English output. The study pointed out that the improvement of students’ oral English is not accomplished in a single step, and needs to start from an early age. It requires families and schools to work together to stimulate students’ interest and raise students’ awareness.