發(fā)布時間：2020-12-17 12:42

　　閱讀在高中英語的學(xué)習(xí)中占據(jù)重要的位置,英語考試中的閱讀分數(shù)比例占整張試卷的26.7%,足見閱讀對英語學(xué)習(xí)的重要性。且2017版《普通高中英語課程標準》更加注重對學(xué)生語言運用能力的培養(yǎng),而閱讀理解則是對學(xué)生語言運用能力的充分考查。因此,英語閱讀的提高對高中生而言異常重要。但在實際閱讀訓(xùn)練中,由于閱讀涉及的范圍廣,學(xué)生經(jīng)常會碰到不確定或充滿歧義的語篇情境,對學(xué)生而言的生詞或者不熟悉的單詞則會時常出現(xiàn)。面對這種情況,對于不能容忍歧義的學(xué)生,焦慮情緒油然而生。因此,為了提升學(xué)生的英語閱讀成績,有必要對作為情感因素的焦慮和認知因素的歧義容忍度進行進一步的研究和探討。本研究主要探討英語閱讀焦慮,歧義容忍度和英語閱讀成績?nèi)咧g的相互關(guān)系,具體研究問題如下:1.高中生歧義容忍度,閱讀焦慮及閱讀成績的現(xiàn)狀怎樣?2.高中生的英語閱讀成績在不同歧義容忍度水平是否差異顯著?3.高中生的英語閱讀焦慮在不同歧義容忍度水平是否差異顯著?4.高中生的英語歧義容忍度,英語閱讀焦慮及閱讀成績?nèi)呦嗷リP(guān)系怎樣?在此基礎(chǔ)上,進一步探討在實際教學(xué)過程中通過關(guān)注學(xué)生的閱讀焦慮及歧義容忍度來提高教學(xué)和學(xué)習(xí)效果。本研究的研究對象是... 

【文章來源】：江西師范大學(xué)江西省

【文章頁數(shù)】：75 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter 1 Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Structure of the Thesis
Chapter 2 Literature Review
    2.1 Reading
        2.1.1 Definition of reading
        2.1.2 The influencing factors of reading
    2.2 Tolerance of Ambiguity（TOA）
        2.2.1 Definition of TOA
        2.2.2 The measurement of TOA
    2.3 Foreign Language Reading Anxiety
        2.3.1 Definition of foreign language reading anxiety
        2.3.2 The measurement of foreign language reading anxiety
    2.4 Theoretical Foundations
        2.4.1 Krashen's affective filter hypothesis
        2.4.2 Rogers's humanism
    2.5 Relevant Studies of TOA,ERA and English Reading Achievement Abroadand at Home
        2.5.1 Relevant studies of TOA,ERA and English reading achievementabroad
        2.5.2 Relevant studies of TOA,ERA and English reading achievement athome
    2.6 Summary
Chapter 3 Research Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Test for reading comprehension
        3.3.3 Interview
    3.4 Research Procedures
        3.4.1 Data collection
        3.4.2 Data analysis
Chapter 4 Results
    4.1 Overall State of TOA,ERA and Reading Achievement
    4.2 English Reading Achievement on Different TOA Levels
    4.3 ERA on Different TOA Levels
    4.4 Relationship between TOA,ERA and English Reading Achievement
Chapter 5 Discussion
    5.1 Overall State of TOA,ERA and Reading Achievement
    5.2 English Reading Achievement on Different TOA Levels
    5.3 ERA on Different TOA Levels
    5.4 Relationship between TOA,ERA and English Reading Achievement
Chapter 6 Conclusion
    6.1 Major Findings of the Present Research
    6.2 Implications for English Reading Teaching and Learning
        6.2.1 Improving students' TOA level
        6.2.2 Decreasing students' reading anxiety level
    6.3 Limitations and Suggestions for the Further Research
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Acknowledgements
在讀期間公開發(fā)表論文（著）及科研情況



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