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This study is designed to explore the impact of LLS (Language Learning Styles) on learning strategy preferences through questionnaire and data analysis. The aim of the study is to make an through investigation of Chinese non-English majors’ learning styles and their learning strategies in English study, and to analyze the impact of learning styles on learning strategy preferences statistically so as to provide empirical evidence in this field, and then present some implications for college English teaching and learning in Chinese context. This study has significance for pedagogy. Teachers should make language learners aware of their own learning styles and strategy preferences and help them select strategies matching their own style preferences in second language learning. It is hoped that this study can benefit language teachers, learners, and researchers to some extent and can spark more teaching research in the future.

An Analysis of the Impact of Language Learning Styles on Learning Strategy Preferences