Effects of Perceptual Learning Styles and Learning Strategies on College Students’ Spoken English Proficiency

Abstract

With the advancements of the studies of second language acquisition, learning styles have been put as the center of relevant studies. However, studies on the mechanism of how perceptual learning styles influence non-English major students' spoken English proficiency have been unsubstantial, needing further exploration. The present paper is undertaken to investigate the frequency of perceptual learning styles of non-English majors and their spoken English proficiency, in order to explore the mechanism in which perceptual learning styles influence learners' spoken English proficiency. The study adopted quantitative and qualitative methods to collect and analyze the relevant information. The result of the study indicated that perceptual learning styles indirectly influence learners' spoken English proficiency by directly influencing learners' choice and employment of learning strategies. The findings of the study are significant in helping English teachers promote non-English major students' spoken English proficiency by adjusting and accommodating their perceptual learning styles to their individualities.