1Marton, F. (1983). Beyond individual differences. Educational Psychology, 3, 287～303.
2Pask, G. (1976). Styles and strategies of learning. Br. J. Educ.Psychol., 46, 128-148.
3Schmeck, R. R. (1983). Learning styles of college students. In R.Dillon & R. R.Schmeck(eds). Individual Differences in Cognition.Vol. 1. NY: Academic Press.
4Entwistle, N. J.and Ramsden, P. (1983). Understanding Student Learning. London: Croom Helm.
5Biggs, J. B. (1987). Student Approaches to Learning and Studying. Hawthorn: Australian Council for Educational Research.
6Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie,W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire(MSLQ). Educational and Psychological Measurement, 53, 801 ～ 813.
7Vermunt, J. D. and Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9, 257～280.
8Snowman, J. (1986). Learning Tactics and Strategices. In G. D.Phye and T. Andre (eds). Cognitive Instructional Psychology:Components of Classroom Learning. New York: Acadmic Press;Vermunt, J. D. and Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9, 257～280.
9Van Rossum, E. J. & Schenk, S. M. (1984). The Relationship Between Learning Conception, Study Strategy and Learning Outcome.Br. J. Educ. Psychol., 54, 73 ～ 83.
10Biggs, J. B. (1984). Learning strategies, student motivation patterns, and subjectively perceived success. In J. R. Kirby (ed.).Cognitive strategies and educational performance. New York: Academic Press.
8Hayes D. Helping teachers to cope with large classes [ J ]. ELT Journal, 1997, 51 (2) : 106-116.
9Hess N. Teaching large multilevel classes [ M ]. Cambridge: Cambridge University Press, 2001: 6.
10Li Ping, Lu Zhihong. Individualized instruction in large classes of integrated English in CALL environments [ J ]. Theory and Practice in Language Studies, 2012 (2) : 2291-2301.
