本研究之宗旨在探討高中生英語學習知覺風格偏好與學習策略的使用。其重點首在探討學習知覺風格偏好與學習策略使用頻率的相關性， 其次則探討學生的英語學習成就、性別和年級對學習知覺風格偏好和學習策略使用頻率的作用。
總共有346位高中生參與本項研究之問卷作答。除了詢問背景資料外，本問卷含語言學習策略和學習知覺風格偏好兩種量表。本研究所得資料之統計與分析方法為描述統計、皮爾遜積差相關法及T檢定。研究結果顯示：〈一〉英語學習知覺風格偏好和學習策略使用頻率有顯著相關。〈二〉學習者的學習成就、性別和學習知覺風格偏好及學習策略使用頻率有顯著關係。〈三〉學習者的學習策略使用頻率不因年級不同而有顯著差異；除了觸覺學習風格外，學習知覺風格偏好大部分也不因學習者的年級不同而有顯著差異。
本研究建議英語教師在設計教學活動時宜考慮學生的學習知覺風格偏好及學習策略使用情形；設法將學習策略訓練課程融合在一般的課堂當中，並提供更廣泛更多樣的學習策略活動以滿足各類型學生不同的需求，以提昇學習效果。本文最後並進一步提出未來研究之建議。

This study is aimed to investigate perceptual learning style preference and learning strategy use among Taiwanese senior high school EFL students. The focus is to examine the relationship between perceptual learning style preference and strategy use. The effects of three learner variables, i.e., English achievement, gender, and grade level, on perceptual learning style preference and strategy use were also examined.
A total of 346 students participated in the present study. The participants completed a questionnaire consisting of two inventories adapted from Perceptual Learning Style Preference Questionnaire (Reid, 1984) and the Strategy Inventory for Language Learning (Oxford, 1989). The collected data were analyzed by computing descriptive statistics, Pearson product-moment correlations, and t-tests. The results show significant correlations between perceptual learning style preference and strategy use. In view of the three learner variables, learners’ achievement and gender were significantly correlated to strategy use and to perceptual learning style preference. Grade level had no significant difference in learning strategy use but had a significant difference in tactile learning style preference. Pedagogically, the findings suggest that teachers should consider students’ perceptual learning style preference and strategy use when designing teaching activities. They could incorporate strategy training activities into regular classroom: providing activities with a wide range of learning strategies to meet the needs of their students that prefer different learning styles and use different learning strategies. Further pedagogical implications and suggestions for future research are discussed at the end of the study.

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