新疆高校英语专业本科生歧义容忍度与英语阅读策略使用的关系研究

发布时间：2018-03-27 20:07

本文选题：歧义容忍度　切入点：阅读策略　出处：《新疆大学》2017年硕士论文

【摘要】：歧义容忍度是指对有歧义且未知的情境的容忍程度。自20世纪80年代,歧义容忍度开始被引入外语教学与研究中。歧义容忍度的高低,决定了学习者在外语学习中对歧义的接受程度(Chapelle and Roberts,1986)。能否运用恰当的学习策略,正确有效地处理歧义现象,直接影响学习效果的好坏(Ely,1986)。在关于歧义容忍度与学习策略的研究中,对中国英语专业大学生歧义容忍度与阅读策略使用的研究较少,本研究旨在调查新疆高校英语专业大学生的歧义容忍度情况,分析歧义容忍度对阅读策略使用及选择的影响,以及二者的关系。为达到上述目的,本研究主要调查以下问题:(1)英语专业大学生歧义容忍度整体趋势如何?不同年级学生间是否存在差异?如果是,有何差异?(2)英语专业大学生阅读策略的使用现状如何?不同年级学生间是否存在差异?如果是,有何差异?(3)英语专业本科生整体歧义容忍度与英语阅读策略之间关系如何?本研究以新疆大学、新疆师范大学、新疆财经大学三所高校英语专业大一、大三的200名本科生为研究对象,采用Ely(1995)的语言学习歧义容忍度量表SLTAS,刘亦春(2003)的英语阅读策略调查问卷,运用社会科学统计软件SPSS17.0软件对收集的数据进行描述性分析、独立样本T检验和相关分析。结合访谈法、有声思维法对高低歧义容忍度的学生进行访谈以及有声思维数据收集,充实定性分析结果。结果显示:(1)英语专业学生的歧义容忍度水平偏低(M=32.8130)。三年级学生在大部分歧义容忍度上的平均值都低于一年级学生(G1=2.6847G3=2.9180)。(2)英语专业学生阅读策略运用种类以及频度均处于中等水平(META=2.9186,COGNITIVE=2.7547,SOCIAL/AFFECTIVE=2.3666)。三年级学生在阅读中的策略使用能力较一年级学生高(META 2.80463.0625,SOCIAL/AFFECTIVE2.2972.4545)。(3)英语专业学生的整体歧义容忍度与阅读策略呈负相关。不同歧义容忍度水平的英语专业学生,其阅读策略的使用频率不同。低歧义容忍度英语专业学生在更擅长运用阅读策略,在遇到模糊歧义的语言现象时,能够更好地运用元认知策略解决问题。高低歧义容忍度者在使用元认知策略方面有着明显差异。本研究结果肯定了歧义容忍度对学习策略使用的积极作用。同时,本研究为教育工作者的教学活动提供参考。在教学过程中,教师应积极引导学生认识自身的学习情况,调整歧义容忍度,培养其独立自主运用学习策略的能力。这样才能创造一个更为高效的课堂环境,提高教学质量与效率。
[Abstract]:Tolerance of ambiguity is the degree of tolerance for ambiguous and unknown situations. Since the 1980s, ambiguity tolerance has been introduced into foreign language teaching and research. The degree of acceptance of ambiguity in foreign language learning is determined by Chapelle and Roberts 1986. Whether appropriate learning strategies can be used to correctly and effectively deal with ambiguity, which directly affects the effectiveness of learning, is not good or bad. In the research on tolerance of ambiguity and learning strategies, There are few studies on the tolerance of ambiguity and the use of reading strategies among Chinese English majors. The purpose of this study is to investigate the ambiguity tolerance of college English majors in Xinjiang, and to analyze the influence of ambiguity tolerance on the use and choice of reading strategies. In order to achieve the above purpose, this study investigates the following question: 1) what is the overall trend of tolerance of English majors? Are there any differences between different grades? If so, what's the difference? What is the current situation of reading strategies used by English majors? Are there any differences between different grades? If so, what's the difference? What is the relationship between the overall tolerance of ambiguity and English reading strategies for English majors? In this study, 200 freshmen and junior English majors of Xinjiang University, Xinjiang normal University and Xinjiang University of Finance and Economics were selected as the subjects. The English Reading Strategy questionnaire (SLTAS, Liu Yichun 2003) was used to analyze the collected data with SPSS17.0 software. Independent sample T test and correlation analysis. In combination with interview method, audible thinking method was used to interview students with high or low ambiguity tolerance, as well as to collect audio thinking data. Enrich the results of qualitative analysis. The results show that the tolerance level of ambiguity of English majors is lower than that of English majors M32.8130. The average of most ambiguity tolerance of Grade 3 students is lower than that of freshmen (G1 / 2. 6847G3 / 2.9180 / 2)) English majors' reading strategies. The types and frequency of METAA 2.9186 / COGNITIVE 2.7547 / SOCIAL / AFFECTIVE 2.3666 / 2.3666. The ability of strategy use in reading among the third graders is higher than that of the first graders. The overall ambiguity tolerance of English majors is negatively correlated with the reading strategies of the English majors (META 2.80463.0625 SOCIAL / AFFECTIVE 2.2972.4545). The overall ambiguity tolerance of the English majors is negatively correlated with the reading strategies. The students in the third grade have higher ability in the use of strategies in reading than those in the first graders (2.80463.0625 SOCIAL / AFFECTIVE2.2972.4545). English majors at a high level, The English majors with low tolerance of ambiguity are better at using reading strategies and encounter the phenomenon of vague ambiguity. It can better use metacognitive strategies to solve problems. There are significant differences in the use of metacognitive strategies between high and low ambiguity tolerance. The results of this study confirm the positive effect of ambiguity tolerance on learning strategy use. This study provides a reference for the teaching activities of educators. In the teaching process, teachers should actively guide students to understand their own learning situation and adjust the tolerance of ambiguity. It can create a more efficient classroom environment and improve the teaching quality and efficiency.
【学位授予单位】：新疆大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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