英語(yǔ)閱讀在高中英語(yǔ)中很受重視,并且對(duì)高中生的英語(yǔ)成績(jī)影響較大,而且《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》2017版也規(guī)定,高中英語(yǔ)課程是為了培養(yǎng)學(xué)生語(yǔ)言運(yùn)用的能力,而閱讀理解充分地考查了這種能力。盡管英語(yǔ)閱讀對(duì)提高學(xué)生的成績(jī)有如此大影響,但是學(xué)生在閱讀的過(guò)程中始終會(huì)存在許多問(wèn)題。這是因?yàn)樵谟⒄Z(yǔ)學(xué)習(xí)的過(guò)程中,學(xué)生會(huì)遇到充滿歧義和不確定的情境,比如生詞或者不熟悉的閱讀材料,與此同時(shí),學(xué)生的心理也會(huì)隨著歧義程度加深而變化,會(huì)出現(xiàn)各種焦慮不安的負(fù)面情緒等。因此,作為認(rèn)知因素的歧義容忍度和作為情感因素的閱讀焦慮,都可能影響學(xué)生在英語(yǔ)閱讀中的表現(xiàn)。因此,為了解決這實(shí)際問(wèn)題,歧義容忍度和閱讀焦慮以及閱讀成績(jī)的研究正逐漸成為一個(gè)重要的研究話題。本研究主要探討英語(yǔ)閱讀焦慮在歧義容忍度和英語(yǔ)閱讀成績(jī)之間的中介作用。具體研究問(wèn)題有以下三個(gè):1.高低不同歧義容忍度對(duì)高中生的英語(yǔ)閱讀成績(jī)是否有不同影響?2.高低不同歧義容忍度對(duì)高中生的英語(yǔ)閱讀焦慮是否有不同影響?3.高中生的英語(yǔ)閱讀焦慮在歧義容忍度和英語(yǔ)閱讀成績(jī)上是否起到中介作用?如果是,是完全還是部分中介?并以此發(fā)現(xiàn)為依據(jù),探討如何在教學(xué)中關(guān)注學(xué)生閱讀焦慮和歧義容忍度以提高... 

【文章來(lái)源】：內(nèi)蒙古師范大學(xué)內(nèi)蒙古自治區(qū)

【文章頁(yè)數(shù)】：88 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
中文摘要
abstract
Chapter I Introduction
    1.1 Research background
    1.2 Research purpose
    1.3 Research significance
    1.4 Structure of the thesis
Chapter II Literature Review
    2.1 Overview of research on foreign language reading anxiety
        2.1.1 Definition of anxiety
        2.1.2 Definition of foreign language reading anxiety
        2.1.3 The measurement of the foreign language reading anxiety
    2.2 Overview of research on tolerance of ambiguity
        2.2.1 Definition of tolerance of ambiguity
        2.2.2 The measurement of the tolerance of ambiguity
    2.3.Overview of the research on reading comprehension
        2.3.1 The definition of reading
        2.3.2 The influencing factors of reading comprehension
    2.4 Major studies among the three variables abroad and at home
        2.4.1 Research on tolerance of ambiguity and English reading achievement
        2.4.2 Research on foreign language reading anxiety and English reading achievement
        2.4.3 Research on tolerance of ambiguity and foreign language reading anxiety
    2.5 Theoretical foundations
        2.5.1 Affective filter hypothesis under the influence of the mediation
        2.5.2 Rogers’s humanistic teaching and learning theory
Chapter III Research Methodology
    3.1 Research questions
    3.2 Research subjects
    3.3 Research instruments
        3.3.1 Questionnaires
        3.3.2 Test
        3.3.3 Interview
    3.4 Research procedures
        3.4.1 Data collection
        3.4.2 Data analysis
Chapter IV Results and Discussion
    4.1 Results and discussion of English reading achievement on different levels of tolerance of ambiguity
    4.2 Results and discussion of English reading anxiety on different levels of tolerance of ambiguity
    4.3 Correlation analysis among the English reading anxiety,English reading achievement and tolerance of ambiguity
    4.4 Results and discussion of the mediating role of English reading anxiety
    4.5 Results and discussion of interview
Chapter Ⅴ Conclusion
    5.1 Major findings
    5.2 Implications for senior high school’s English reading teaching
    5.3 Limitations and suggestions for future research
References
Appendix 1 Second Language Tolerance of Ambiguity Scale
Appendix 2 Foreign Language Reading Anxiety Scale
Appendix 3 Test of Reading
Appendix 4 Interview
Appendix 5 Scores of TOA and Reading Scores and Reading Anxiety
Acknowledgements



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