摘要
For effective language learning, the compatibility between learners＇ learning preferences and instructional approaches in classroom learning activities is of crucial importance. However, there is some incongruity in between in the EFL classroom in China, which has very much hindered students＇ language learning progress. This paper presents some findings of an investigation on the various conflicting situations in learning and teaching, and ventures some tentative suggestions for possible improvement of this situation.
