认知心理学理论的应用已经使教学研究，尤其使学习风格的研究更具有可靠性和科学性。过去数年来人们一直在研究教学方法， 见效不大后， 研究者又把焦点聚在了学生身上。在人文主义的影响下，自主学习和以学习者为中心的理念已走入教师教和学生学中来。学习风格的研究是学生个体差异的研究的一个分支。 为了使学生积极主动地参与到学习活动中来，最大程度地发挥他们的潜力，研究者考虑到了学生的学习风格，致力于研究中国高中生学习风格和英语学习成绩的关系。以前国内外曾有很多学者研究学生的学习风格和学习成绩，但多数都是研究的大学英语专业和非英语专业的学生，很少有研究中国高中生的英语学习成绩和学习风格的关系的，即使有一些，也几乎很少有人用Reid的学习风格调查问卷。因为调查问卷不同，就会侧重学习风格的不同方面。即使问卷相同，学习成绩的侧重点还不同。因为北京高考试卷有听力题，中国其他一些省份没有听力，但是有考察学生单词的拼写的题和语音题。本研究立足于北京市高考题型，用Reid的学习风格问卷来考察高中生学习风格与学习成绩之间的关系。 本研究是定量研究，研究对象是北京市怀柔区第一中学高三年级84名普通文科班的学生和他们寒暑假两次期末考试成绩的平均值。做了描述性统计分析、相关分析、 单因素分析和回归分析，研究的结果如下：1. 学习风格描述性统计展示出被研究者的学习风格呈现多元化倾向，听觉型是他们的主要的学习风格。其他五种风格包括视觉型、动手型、体验型、个人型和小组型为次要的学习风格。在次要的学习风格里，小组型和视觉型并列最后。2. 相关分析结果如下：一方面，有些学习风格和学习成绩呈显著正相关。如个体型学习风格，它与完型、写作和总分的成绩呈显著正相关。并且，视觉型学习风格与听力、单选、阅读 和总分的成绩呈显著正相关。另一方面，小组型学习风格与听力、完型、阅读、写作和总分的成绩呈显著的负相关。3. 在单因素分析中发现，高、中、低组的学生学习风格上存在着显著的差异，体现在视觉型、听觉型和小组型上。4. 高分组的学生比低分组的学生更偏爱视觉型、个人型和小组型，在小组型学习风格上高分组学生也比低分组的学生更偏爱它。中等分数组比低分组更偏爱视觉型学习风格。5. 高分组的学生的学习风格比中等分数组和低分组的学生的偏爱的学习风格多。6. 回归分析中发现视觉型学习风格对听力、单选、阅读和总分的成绩贡献最大。小组型学习风格对听力、完型、阅读、写作和总分的成绩的负面贡献很显著。这些发现给研究者的启示是学习者要了解自己的学习风格并有意识地拓展自己的学习风格。 直接和间接参与教学的指导者也要重视学生的学习风格，尤其是直接参与教学工作的教师，更要有意识地最大限度地调整自己的教学风格，既要有利于与学习风格相匹配，又要有利于拓展学习者的学习风格。

The development and application of cognitive psychology theory have made English learning research, especially the study of learning styles more reliable and scientific. In recent years, more researchers have focused on the study of learners rather than the instructors after years of fruitlessly concentrating on teaching methodology. Under the influence of humanism, the concepts of ‘autonomous learning’ and being ‘learner-centered’ come into the field of teaching and learning, especially the learning process. The study of learning styles is one branch of the studies of individual differences. In order to make the students participate in the learning activities actively and willingly and fully develop their learning potential, this research takes learners’ individual learning styles into consideration, aiming to explore the relationship between learning styles and English achievement for senior high school students. There have been plenty of researches on learning styles and English study both at home and abroad, yet most of them mainly investigate college students, either English majors or non-English majors. Only a few researchers have taken senior high school students as their research participants. Moreover, few researchers in China have done research into the relationship between learning styles and English achievement of senior high school students by using Reid’s Perceptual Learning-Style Preference Questionnaire, and using different instruments means focusing on different aspects. Even though some researches take senior high school students as their subjects, few researchers focus on the aspects of listening as listening is not included in some college entrance examination papers in some areas of China. Because listening is part of what should be measured in the college entrance examination in Beijing, both teachers and students pay considerable attention to the training of this ability. When the ability of listening is taken into consideration, the results from the research are more reliable. For all the reasons above, the present research takes senior high school students as the research subjects and study the relationship between their learning styles and English achievement by using Reid’s Perceptual Learning-Style Preference Questionnaire, taking listening into consideration besides multiple choices, cloze test, reading and writing. This is a quantitative study, using SPSS 13.0 and the Perceptual Learning-Style Preference Questionnaire designed by Joy Reid. The questionnaire was delivered to 84 Senior Three students in No. 1 Middle School of Huairou, Beijing. The results of two final exams in Grade Two are collected and used in the research. Descriptive statistics, correlation analysis，ANNOVA and regression analysis were made to study the relationship between learning styles and English achievement. The main findings are as follows. 1. The data obtained from the descriptive statistics of learning styles demonstrate that the participants in the study show a variety of learning style preferences. They prefer all the six perceptual learning styles, though their only major learning style is the auditory style while the others are their minor learning styles, with the group style and the visual style equally ranking last among the minor ones.2. The results in the correlation analysis are as follows. On the one hand, significantly positive correlation exists between the individual style and the cloze test, between the individual style and writing, and between the individual style and total score. What’s more, the visual learning style has significantly positive correlation with listening, multiple choices, reading and total score. On the other hand, the group style is negatively correlated with listening, cloze, reading, writing, and total score.3. The one-way ANNOVA results show that statistically significant differences do exist in learning styles across proficiency groups. There exist statistically significant differences in the visual style, the auditory style, and the group style related to students’ language proficiency level.4. High achievers have statistically significantly higher preference for the visual style, the individual style, and the group style than low achievers. High achievers’ preference for the group style is statistically significantly higher than middle achievers besides low achievers. The middle achievers have statistically significantly higher preference for the auditory style than low achievers. There are no statistically significant differences in the tactile style, the kinesthetic style related to students’ language proficiency level. 5. High achievers have more learning style preferences than middle and low achievers.6. The regression analysis of learning styles and English achievement shows that the visual style contributes most to listening, multiple choices, reading and total score while the group style significantly negatively contributes to listening, cloze test, reading, writing and total score.The findings suggest that learners should be clearly aware of their own learning styles and try to stretch their major learning styles consciously. More attention should be paid to students’ learning styles by instructors who are involved in students’ learning activities directly and indirectly. In particular, teachers who are directly involved in teaching should adjust their teaching styles to match the students’ learning styles.