歧义容忍度与初中英语阅读能力的相关性研究

发布时间：2018-05-27 02:08

本文选题：歧义容忍度 + 阅读策略　；参考：《山东师范大学》2017年硕士论文

【摘要】：歧义容忍度,作为人类认知领域中重要的概念之一,1948年由Frenkel-Brunswik提出,此后受到二语学者的广泛关注。研究普遍发现,歧义容忍度水平的高低对二语学习影响显著。英语学习中,阅读作为必不可缺的一个重要环节,是一个充满歧义的过程,学习者若没有容忍意识,将难以容忍阅读过程中出现的模糊现象,这将直接影响英语阅读学习的效果。初中生正处于英语学习的生长期,笔者通过研究初中生的歧义容忍度现状,以及其与英语阅读能力的相关性,使教师能够据此指导学生运用适当的阅读策略,帮助学生更好地完成阅读任务,提升阅读能力。本研究采用调查问卷和访谈结合的研究方法,通过改编Ely(1989)的歧义容忍度调查问卷、Oxford(1990)的阅读策略调查问卷,选用英语阅读理解测试试卷,以山东师范大学第二附属中学初三两个平行班的学生作为调查对象,研究初中生的歧义容忍度水平情况、其与阅读策略和阅读测试成绩的相关性,通过访谈了解学生和教师的歧义容忍意识以及学生的阅读策略使用情况,探讨歧义容忍度与阅读能力的相关性,并根据调查结果提出改进阅读教学的有效建议。基于对上述问题的探讨,研究发现当前大多数初中生的歧义容忍度处于中等水平,在阅读过程中有时会使用阅读策略,歧义容忍度与阅读能力存在明显正相关性。六类阅读策略使用频率从高到低依次为:补偿策略、元认知策略、社交策略、认知策略、记忆策略和情感策略。高低歧义容忍度学生在阅读策略选择方面存在差异。高歧义容忍度学生的阅读测试成绩远高于中等歧义容忍和低等歧义容忍学生,与阅读测试成绩成正相关。通过分析调查数据,笔者得到以下对阅读教学的启示:首先,最为重要的是培养教师和学生的歧义容忍度意识;其次,在具体阅读教学中培养学生的歧义容忍度,采取灵活多样的教学方法,营造轻松愉悦的学习氛围;同时,教师应该注意在日常课堂教学中渗透阅读策略使用意识;最后,在建构主义教学观的指导下,教师应设置合理的三维教学目标,注意培养学生的阅读兴趣。
[Abstract]:Tolerance of ambiguity, as one of the most important concepts in human cognition, was proposed by Frenkel-Brunswik in 1948 and has received extensive attention since then. It is generally found that the level of tolerance of ambiguity has a significant effect on second language learning. In English learning, reading, as an indispensable part of English learning, is a process full of ambiguity. If learners do not have a sense of tolerance, it will be difficult for them to tolerate ambiguity in the process of reading. This will directly affect the effect of English reading learning. Junior high school students are in the growth period of English learning. By studying the present situation of ambiguity tolerance of junior high school students and their correlation with English reading ability, the author can guide the students to use appropriate reading strategies. Help students to complete reading tasks and improve their reading ability. This study adopts the method of questionnaire and interview, and adopts the English reading comprehension test paper by adapting the tolerance of ambiguity questionnaire of Elyan 1989 to the reading strategy questionnaire of Oxford1990). Taking the students of two parallel classes in Grade 3 of the second affiliated Middle School of Shandong normal University as the objects of investigation, this paper studies the level of ambiguity tolerance of junior high school students, and its correlation with reading strategies and reading test results. Through interviews to understand students' and teachers' awareness of ambiguity tolerance and the use of students' reading strategies, this paper explores the correlation between ambiguity tolerance and reading ability, and puts forward some effective suggestions for improving reading teaching based on the results of the investigation. Based on the above problems, it is found that most junior middle school students have moderate tolerance of ambiguity, and sometimes use reading strategies in the process of reading, and there is a significant positive correlation between ambiguity tolerance and reading ability. The six types of reading strategies are: compensation strategies, metacognitive strategies, social strategies, cognitive strategies, memory strategies and affective strategies. There are differences in the choice of reading strategies between high and low ambiguity tolerance students. The reading test scores of high ambiguity tolerance students were significantly higher than those of middle ambiguity tolerance and low ambiguity tolerance students, which were positively correlated with reading test scores. Through the analysis of the survey data, the author gets the following enlightenment to the reading teaching: first, the most important thing is to cultivate the sense of ambiguity tolerance between teachers and students; secondly, to cultivate the students' tolerance of ambiguity in the specific reading teaching. Adopt flexible teaching methods to create a relaxed and pleasant learning atmosphere; at the same time, teachers should pay attention to the use of reading strategies in the daily classroom teaching. Finally, under the guidance of constructivism teaching view, Teachers should set reasonable three-dimensional teaching objectives and pay attention to cultivating students' reading interest.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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