本研究之目的為探討台灣高職生英語學習策略使用與學習知覺風格偏好的相關性。本研究探討以下三個問題：(1)高職生英語學習策略使用之情形，(2)高職生知覺風格偏好分佈及(3)學習策略與知覺風格之相關性。
本研究樣本為台北市某高職132位學生參與本項研究之問卷作答。本研究使用問卷含語言學習策略及學習知覺風格偏好兩種量表。在資料蒐集方面，為學生在二份問卷的得分，所得數據均以電腦處理分析比較。本研究所得資料之統計與分析方法為描述性統計(descriptive statistics)及皮爾斯相關統計分析(Pearson correlation analysis)。研究結果顯示台灣高職學生並不時常使用英語學習策略，也並未呈現強烈的學習知覺風格偏好。而聽覺型、動覺型、觸覺型、團體型及個人型英語學習知覺風格偏好與英語學習策略有顯著相關；視覺型英語學習知覺風格偏好和英語學習策略則無顯著相關。
研究結果建議高職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；並將學習策略訓練課程融合在一般的課程當中，提供更廣泛、更多樣的學習策略活動以滿足不同學習風格學生的需求，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 examine the relationship between language learning strategies and perceptual learning style preferences among vocational high school students in Taiwan. Specifically, this study highlighted the following three points: (a) the frequency of English learning strategies used by the vocational high school students, (b) the distribution of perceptual learning style preferences of vocational high school students, and (c) the correlation between the students’ language strategy use and their perceptual style preferences.
A total of 132 vocational high school students participated in the study. The participants completed two questionnaires adapted from the Strategy Inventory for Language Learning (Oxford, 1990a) and the Perceptual Learning Style Preference Questionnaire (Reid, 1984). The collected data were analyzed by computing descriptive statistics and Pearson correlation analysis. The results showed that Taiwanese vocational high school students neither used English learning strategies frequently, nor showed any major preference for any learning style. The results also reported a significant correlation between the auditory, kinesthetic, tactile, group, and individual learning styles and the strategy use. No significant correlation was found between the visual learning style and the strategy use.
The findings suggest that vocational high school English teachers should consider their students’ perceptual learning style preference and strategy use when designing teaching activities. They could incorporate strategy trainings into regular curriculum by providing activities with a wide range of learning strategies to meet the needs of students that prefer different learning styles. Further pedagogical implications and suggestions for future research are provided at the end of the study.

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