英语专业学生模糊容忍度与听力策略运用情况的相关性研究

发布时间：2018-04-04 02:32

本文选题：歧义容忍度　切入点：情感因素　出处：《天津科技大学》2015年硕士论文

【摘要】：模糊容忍度,又称“歧义容忍度”,首先是由Frenkel在1949年被作为一个心理学变量提出的。她定义模糊容忍度为“个体或群体在面对一系列不熟悉、复杂多变或不一致的线索时,对模糊情景或刺激的感知和处理加工的方式。”由于语言学习是一个复杂的内化过程,作为情感因素的模糊容忍度,在语言的输入、融合过程中决定语言过滤的多少,以及语言学习的速度与质量,最后影响二语学习结果。听力理解是对一个相当复杂心理过程的言语理解。对于该领域的研究,学者们多从认知学、心理学,以及语言学、语用学的角度进行研究,但很少有研究涉及听力理解中的情感因素对学习者的影响。听力理解能力被认为是英语学习的听说读写四项基本技能中最基本也是最重要的一项,外语与母语的差异性使学习者在听力理解时常常处于高度的不确定状态,导致学习者焦虑程度的提高,自信心减弱,动机水平降低,听力效果低下,表现出了很大的情感差异。作为主要的情感过滤因素,模糊容忍度应该在二语听力学习中引起教师和学习者的重视。本研究采用定量与定性相结合的方法,以天津科技大学102名英语专业三年级本科生为调查对象,主要采用调查问卷和访谈的形式,基于Ely(2002)的《模糊容忍度调查问卷》和O'Malley等(1990)的《英语听力学习策略调查问卷》收集调查对象的数据,并使用社会科学统计软件SPSS19.0对所收集的数据进行描述性分析和皮尔逊相关分析,探讨英语专业学生的歧义容忍度水平状况和不同歧义容忍度水平的学生使用听力学习策略的情况,以及歧义容忍度水平与学习过程中听力理解策略的使用之间的相关性。此外,根据调查问卷的结果,抽取12名学生进行半开放式的个别访谈,为定量研究提供补充数据。研究结果显示：1.英语专业学生的模糊容忍度整体处于中等水平,没有过高或过低的极值。2.英语专业学生的歧义容忍度与他们听力学习策略的选择不具有显著的相关性。虽然预测能力有限,在三种听力策略中,学习者使用更多的是认知策略。3.导致模糊容忍度与听力策略无相关性的原因为学生的学习策略意识不强,其主要原因是学习者听力策略系统性差、听力策略运用的深度不够且质量不高。通过半开放式访谈发现,影响英语专业学生听力策略运用的其他因素主要有三类：听者因素、听力材料因素和听力过程因素。最后,基于本研究的发现,提出了对听力教学的建议,以期提高听力教学的有效性。同时,本研究也为今后在这一领域的进一步研究做出有益的探索。
[Abstract]:Fuzzy tolerance, also called ambiguity tolerance, was first proposed by Frenkel as a psychological variable in 1949.She defines fuzzy tolerance as "the way individuals or groups perceive and process fuzzy situations or stimuli in the face of a series of unfamiliar, complex, or inconsistent clues."As language learning is a complex internalization process, as an affective factor, fuzzy tolerance determines the amount of language filtering in the process of language input and fusion, as well as the speed and quality of language learning, and finally affects the results of second language learning.Listening comprehension is a very complex psychological process of speech understanding.Most of the researches in this field are carried out from the perspectives of cognition, psychology, linguistics and pragmatics, but few studies are concerned with the influence of affective factors in listening comprehension on learners.Listening comprehension is considered to be the most basic and important of the four basic skills of listening, speaking and reading and writing in English learning. The differences between foreign language and mother tongue often lead to a high degree of uncertainty in listening comprehension.As a result, learners' anxiety degree, self-confidence, motivation level and listening effect are improved, which shows great difference in emotion.As a major affective filtering factor, fuzzy tolerance should be emphasized by both teachers and learners in second language listening learning.In this study, 102 third-year English majors in Tianjin University of Science and Technology were investigated by means of both quantitative and qualitative methods, mainly in the form of questionnaires and interviews.Based on Elyan 2002 and O'Malley et al. 1990, the questionnaire on English listening learning strategies was used to collect the data of the subjects.And using the social science statistical software SPSS19.0 to carry on the descriptive analysis and Pearson correlation analysis to the collected data,To explore the level of ambiguity tolerance of English majors and the use of listening learning strategies by students with different levels of ambiguity tolerance, as well as the correlation between the level of ambiguity tolerance and the use of listening comprehension strategies in the course of learning.In addition, according to the results of the questionnaire, 12 students were selected for semi-open individual interviews to provide supplementary data for quantitative research.The results of the study show that 1: 1.The fuzzy tolerance of English majors is at a moderate level, and there is no extreme value of. 2. 2.There is no significant correlation between English majors' ambiguity tolerance and their choice of listening learning strategies.Although predictive ability is limited, among the three listening strategies, learners use more cognitive strategies. 3.The reason why there is no correlation between fuzzy tolerance and listening strategies is that the students' awareness of learning strategies is not strong, and the main reasons are that the learners' listening strategies are not systematic, the depth of listening strategies is not enough and the quality of listening strategies is not high.Through semi-open interviews, it is found that there are three kinds of factors that affect the listening strategies of English majors: listening factors, listening materials and listening process factors.Finally, based on the findings of this study, some suggestions on listening teaching are put forward in order to improve the effectiveness of listening teaching.At the same time, this study also makes a useful exploration for further research in this field.
【学位授予单位】：天津科技大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H319.3

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