本文選題：歧義容忍度　切入點(diǎn)：閱讀策略　出處：《新疆大學(xué)》2017年碩士論文

【摘要】：歧義容忍度是指對(duì)有歧義且未知的情境的容忍程度。自20世紀(jì)80年代,歧義容忍度開始被引入外語教學(xué)與研究中。歧義容忍度的高低,決定了學(xué)習(xí)者在外語學(xué)習(xí)中對(duì)歧義的接受程度(Chapelle and Roberts,1986)。能否運(yùn)用恰當(dāng)?shù)膶W(xué)習(xí)策略,正確有效地處理歧義現(xiàn)象,直接影響學(xué)習(xí)效果的好壞(Ely,1986)。在關(guān)于歧義容忍度與學(xué)習(xí)策略的研究中,對(duì)中國英語專業(yè)大學(xué)生歧義容忍度與閱讀策略使用的研究較少,本研究旨在調(diào)查新疆高校英語專業(yè)大學(xué)生的歧義容忍度情況,分析歧義容忍度對(duì)閱讀策略使用及選擇的影響,以及二者的關(guān)系。為達(dá)到上述目的,本研究主要調(diào)查以下問題:(1)英語專業(yè)大學(xué)生歧義容忍度整體趨勢(shì)如何?不同年級(jí)學(xué)生間是否存在差異?如果是,有何差異?(2)英語專業(yè)大學(xué)生閱讀策略的使用現(xiàn)狀如何?不同年級(jí)學(xué)生間是否存在差異?如果是,有何差異?(3)英語專業(yè)本科生整體歧義容忍度與英語閱讀策略之間關(guān)系如何?本研究以新疆大學(xué)、新疆師范大學(xué)、新疆財(cái)經(jīng)大學(xué)三所高校英語專業(yè)大一、大三的200名本科生為研究對(duì)象,采用Ely(1995)的語言學(xué)習(xí)歧義容忍度量表SLTAS,劉亦春(2003)的英語閱讀策略調(diào)查問卷,運(yùn)用社會(huì)科學(xué)統(tǒng)計(jì)軟件SPSS17.0軟件對(duì)收集的數(shù)據(jù)進(jìn)行描述性分析、獨(dú)立樣本T檢驗(yàn)和相關(guān)分析。結(jié)合訪談法、有聲思維法對(duì)高低歧義容忍度的學(xué)生進(jìn)行訪談以及有聲思維數(shù)據(jù)收集,充實(shí)定性分析結(jié)果。結(jié)果顯示:(1)英語專業(yè)學(xué)生的歧義容忍度水平偏低(M=32.8130)。三年級(jí)學(xué)生在大部分歧義容忍度上的平均值都低于一年級(jí)學(xué)生(G1=2.6847G3=2.9180)。(2)英語專業(yè)學(xué)生閱讀策略運(yùn)用種類以及頻度均處于中等水平(META=2.9186,COGNITIVE=2.7547,SOCIAL/AFFECTIVE=2.3666)。三年級(jí)學(xué)生在閱讀中的策略使用能力較一年級(jí)學(xué)生高(META 2.80463.0625,SOCIAL/AFFECTIVE2.2972.4545)。(3)英語專業(yè)學(xué)生的整體歧義容忍度與閱讀策略呈負(fù)相關(guān)。不同歧義容忍度水平的英語專業(yè)學(xué)生,其閱讀策略的使用頻率不同。低歧義容忍度英語專業(yè)學(xué)生在更擅長運(yùn)用閱讀策略,在遇到模糊歧義的語言現(xiàn)象時(shí),能夠更好地運(yùn)用元認(rèn)知策略解決問題。高低歧義容忍度者在使用元認(rèn)知策略方面有著明顯差異。本研究結(jié)果肯定了歧義容忍度對(duì)學(xué)習(xí)策略使用的積極作用。同時(shí),本研究為教育工作者的教學(xué)活動(dòng)提供參考。在教學(xué)過程中,教師應(yīng)積極引導(dǎo)學(xué)生認(rèn)識(shí)自身的學(xué)習(xí)情況,調(diào)整歧義容忍度,培養(yǎng)其獨(dú)立自主運(yùn)用學(xué)習(xí)策略的能力。這樣才能創(chuàng)造一個(gè)更為高效的課堂環(huán)境,提高教學(xué)質(zhì)量與效率。
[Abstract]:Tolerance of ambiguity is the degree of tolerance for ambiguous and unknown situations. Since the 1980s, ambiguity tolerance has been introduced into foreign language teaching and research. The degree of acceptance of ambiguity in foreign language learning is determined by Chapelle and Roberts 1986. Whether appropriate learning strategies can be used to correctly and effectively deal with ambiguity, which directly affects the effectiveness of learning, is not good or bad. In the research on tolerance of ambiguity and learning strategies, There are few studies on the tolerance of ambiguity and the use of reading strategies among Chinese English majors. The purpose of this study is to investigate the ambiguity tolerance of college English majors in Xinjiang, and to analyze the influence of ambiguity tolerance on the use and choice of reading strategies. In order to achieve the above purpose, this study investigates the following question: 1) what is the overall trend of tolerance of English majors? Are there any differences between different grades? If so, what's the difference? What is the current situation of reading strategies used by English majors? Are there any differences between different grades? If so, what's the difference? What is the relationship between the overall tolerance of ambiguity and English reading strategies for English majors? In this study, 200 freshmen and junior English majors of Xinjiang University, Xinjiang normal University and Xinjiang University of Finance and Economics were selected as the subjects. The English Reading Strategy questionnaire (SLTAS, Liu Yichun 2003) was used to analyze the collected data with SPSS17.0 software. Independent sample T test and correlation analysis. In combination with interview method, audible thinking method was used to interview students with high or low ambiguity tolerance, as well as to collect audio thinking data. Enrich the results of qualitative analysis. The results show that the tolerance level of ambiguity of English majors is lower than that of English majors M32.8130. The average of most ambiguity tolerance of Grade 3 students is lower than that of freshmen (G1 / 2. 6847G3 / 2.9180 / 2)) English majors' reading strategies. The types and frequency of METAA 2.9186 / COGNITIVE 2.7547 / SOCIAL / AFFECTIVE 2.3666 / 2.3666. The ability of strategy use in reading among the third graders is higher than that of the first graders. The overall ambiguity tolerance of English majors is negatively correlated with the reading strategies of the English majors (META 2.80463.0625 SOCIAL / AFFECTIVE 2.2972.4545). The overall ambiguity tolerance of the English majors is negatively correlated with the reading strategies. The students in the third grade have higher ability in the use of strategies in reading than those in the first graders (2.80463.0625 SOCIAL / AFFECTIVE2.2972.4545). English majors at a high level, The English majors with low tolerance of ambiguity are better at using reading strategies and encounter the phenomenon of vague ambiguity. It can better use metacognitive strategies to solve problems. There are significant differences in the use of metacognitive strategies between high and low ambiguity tolerance. The results of this study confirm the positive effect of ambiguity tolerance on learning strategy use. This study provides a reference for the teaching activities of educators. In the teaching process, teachers should actively guide students to understand their own learning situation and adjust the tolerance of ambiguity. It can create a more efficient classroom environment and improve the teaching quality and efficiency.
【學(xué)位授予單位】：新疆大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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