近年來,作為認知因素之一的模糊容忍度和作為情感因素之一的外語閱讀焦慮引起了國內外學者的廣泛關注。然而,盡管學者們分別對這兩者做過很多研究,關于模糊容忍度和外語閱讀焦慮的相關研究還很少。本文通過調查問卷和半結構化訪談的方式,探討英語專業(yè)大學生的英語模糊容忍程度與其閱讀焦慮的關系,旨在幫助學生有效地緩解英語閱讀焦慮。本研究以140名英語專業(yè)大學生為調查對象,使用《外語閱讀模糊容忍度量表》和《外語閱讀焦慮量表》分別對調查對象進行調查,同時也調查性別、年級是否會引起模糊容忍度和閱讀焦慮水平的差異,收集的數據由SPSS 22.0來進行處理。研究結果表明:1)英語專業(yè)大學生模糊容忍度中等偏低。男女生在模糊容忍度上不存在顯著差異。低年級和高年級學生在模糊容忍度上存在顯著差異,低年級學生的模糊容忍度明顯低于高年級學生。2)英語專業(yè)大學生的整體閱讀焦慮處于中等偏高水平,他們的閱讀焦慮主要源于文化背景知識缺乏、閱讀能力不足、閱讀材料難度大、缺乏閱讀自信和缺乏閱讀興趣這五個因素。男女生在閱讀焦慮上不存在顯著性別差異。低年級和高年級學生在閱讀焦慮水平上存在顯著差異,低年級學生閱讀焦慮明顯高于高年級學生,特別表...

【文章頁數】：84 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
摘要
ABSTRACT
Chapter One INTRODUCTION
    1.1 Research Background
    1.2 Significance of the Present Research
    1.3 Layout of the Thesis
Chapter Two LITERATURE REVIEW
    2.1 Theoretical Framework of the Present Study
        2.1.1 Krashen’s Affective Filter Hypothesis
        2.1.2 Ego Boundary Theory
    2.2 Tolerance of Ambiguity(TOA)
        2.2.1 Definitions of TOA
        2.2.2 Measurements of TOA
        2.2.3 Major Studies on TOA in FL Reading Field
    2.3 Foreign Language Reading Anxiety(FLRA)
        2.3.1 Foreign Learning Anxiety(FLA)
        2.3.2 Definitions and Measurement of FLRA
        2.3.3 Major Studies on FLRA
    2.4 Research on the Relationship between TOA and FLRA
    2.5 Summary of Previous Research
Chapter Three METHODOLOGY
    3.1 Research Questions
    3.2 Respondents
    3.3 Research Instruments
        3.3.1 Foreign Language Tolerance of Ambiguity in Reading Scale(FLTARS)
        3.3.2 Foreign Language Reading Anxiety Scale(FLRAS)
        3.3.3 SPSS 22.0
        3.3.4 Semi-structured Interview
    3.4 Pilot Study
    3.5 Data Collection
    3.6 Data Analysis
Chapter Four RESULTS AND DISCUSSION
    4.1 The Results of TOA
        4.1.1 TOA Level of Chinese English Majors
        4.1.2 Results of Different Items of TOA
        4.1.3 TOA across Gender
        4.1.4 Differences of TOA between the Lower and Higher Grades
    4.2 The Results of ERA
        4.2.1 ERA Level of Chinese English Majors
        4.2.2 English Reading Anxiety Factors
        4.2.3 ERA across Gender
        4.2.4 Differences of ERA between the Lower and Higher Grades
    4.3 Relationship between English Majors’TOA and ERA
        4.3.1 Correlation Results
        4.3.2 Regression Results
        4.3.3 Discussion on the Relationship between TOA and ERA
Chapter Five CONCLUSION
    5.1 Major Findings
    5.2 Pedagogical Applications
    5.3 Limitations
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
在讀期間公開發(fā)表論文(著)及科研情況



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