非英语专业大学生歧义容忍度、语言学习策略和二语成绩的关系研究

发布时间：2018-03-24 21:25

本文选题：歧义容忍度　切入点：语言学习策略　出处：《上海外国语大学》2017年硕士论文

【摘要】：在二语习得领域,大量研究表明有多个变量会使学习者呈现出个体差异。其中,歧义容忍度和语言学习策略广受关注,被认为是影响二语成绩的重要因素。由文献综述可知,国内关于歧义容忍度和语言学习策略的研究逐渐增多,然而与国外相比仍偏少。此外,对于歧义容忍度和语言学习策略这两者关系的研究更少。因此,本研究旨在揭示歧义容忍度和语言学习策略的基本情况,进一步探讨歧义容忍度、语言学习策略和二语成绩的关系,从而丰富相关领域研究,为非英语专业大学生的英语学习提供一些建议。本次研究对象为上海某大学随机选取的113位非英语专业大学生。采用定量和定性的研究方法。定量研究是以Ely(1995)的第二语言歧义容忍度量表和Oxford(1990)的语言学习策略量表作为问卷来研究对象的歧义容忍度和语言学习策略使用情况,并用大学生英语四级考试总成绩来衡量二语成绩。获得的所有数据均导入SPSS 23.0进行系统分析。定性研究采取访谈法来完善数据信息。研究结果表明:非英语专业大学生的歧义容忍度和语言学习策略使用都处于中等水平,歧义容忍度和二语成绩呈显著负相关而语言学习策略和二语成绩则呈显著正相关。此外,歧义容忍度和语言学习策略使用呈显著负相关。这些发现为英语学生和教师提供了以下启示。教师应该培养学生的最佳歧义容忍度,并在日常教学中训练学生对于语言学习策略的恰当使用,增强对歧义容忍度的认识,从而推动英语学习。
[Abstract]:In the field of second language acquisition (SLA), a large number of studies have shown that there are many variables that can make learners present individual differences. Among them, ambiguity tolerance and language learning strategies are widely concerned and are considered to be important factors affecting second language achievement. The research on ambiguity tolerance and language learning strategies is increasing in China, but it is still less than that in foreign countries. In addition, there is less research on the relationship between ambiguity tolerance and language learning strategies. The purpose of this study is to reveal the basic situation of ambiguity tolerance and language learning strategies, and to further explore the relationship between ambiguity tolerance, language learning strategies and second language achievement, so as to enrich the relevant research fields. To provide some suggestions for English learning of non-English majors. The subjects of this study were 113 non-English majors randomly selected from a university in Shanghai. Quantitative and qualitative methods were used. The quantitative study was based on Elyy1995). The second language ambiguity tolerance scale (LLTS) and the language Learning Strategy scale (LLS) of Oxford1990) were used as questionnaires to study subjects' ambiguity tolerance and language learning strategies. All the data obtained are introduced into SPSS 23.0 for systematic analysis. The qualitative study adopts interview method to perfect the data information. The results show that non-English majors are not English majors. The tolerance of ambiguity and the use of language learning strategies are at the medium level. There was a significant negative correlation between ambiguity tolerance and second language achievement, and a significant positive correlation between language learning strategies and second language achievement. There is a significant negative correlation between ambiguity tolerance and the use of language learning strategies. These findings provide the following implications for English students and teachers. Teachers should cultivate students' optimal tolerance of ambiguity. In order to promote English learning, students are trained to use language learning strategies properly and to enhance their understanding of ambiguity tolerance in daily teaching.
【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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