模糊容忍度与高中生英语阅读成绩相关性调查研究

发布时间：2018-07-05 07:56

本文选题：模糊容忍度 + 英语阅读理解　；参考：《内蒙古师范大学》2017年硕士论文

【摘要】：英语学习的过程经常会出现模糊与陌生的情境,这些模糊与陌生的情境往往会成为学生在英语学习中的一大阻碍。作为语言能力的一个重要组成部分,阅读也不可避免的会出现许多模糊情境与不确定因素,例如生词,长、难句或不熟悉背景的阅读材料等。在英语教学过程中,当学生遇到模糊情境时,如果教师过多关注于语言的准确性与确定性,学生将会很容易感到困惑,从而影响学习效率与信心。为使阅读活动顺利进行,学生需要掌握一定的认知技能去应对阅读中所遇到的模糊情境,这一认知技能被称作模糊容忍度。模糊容忍度是指人们在面对模糊或陌生情境时所产生的一种行为:低模糊容忍度的人往往倾向于将模糊或陌生情境视为一种潜在威胁。相反,如果一个人能够接受模糊情境,则被认为其有相对较高的模糊容忍度。国内外许多学者对模糊容忍度进行了研究,他们的研究结果表明模糊容忍度对外语学习有一定影响。作为英语学习的重要部分之一,阅读在高考中所占的比重也越来越大。因此,模糊容忍度与阅读之间关系的研究正逐渐成为一个重要的研究课题。本论文主要研究模糊容忍度与高中生英语阅读成绩的相关性。研究主要采用调查问卷法和访谈法进行。具体研究问题如下:1)高中生的整体英语阅读模糊容忍度水平如何?2)性别差异是否对英语阅读模糊容忍度有一定的影响?3)模糊容忍度与学生的英语阅读成绩之间有无显著相关性?如果有,是正相关还是负相关?4)不同难度的英语阅读题型与模糊容忍度和阅读成绩之间相关性存在怎样的关系?论文通过具体的调查、研究与分析,得出如下结论:1)高中生整体英语阅读模糊容忍度处于中等水平并有待进一步的提高。2)性别差异对英语阅读模糊容忍度没有显著的影响。3)英语阅读成绩与模糊容忍度之间存在着显著相关性。两者之前存在着显著正相关,英语阅读成绩随着模糊容忍度的提高而提高。4)阅读题目的难度与模糊容忍度和阅读成绩之间相关性存在着一种复杂的关系。在一定范围内,阅读题难度越高,相关性越高,但当难度达到一定高度之后,难度越高,相关性越低。本文对上述结论进行了探讨,研究结果表明模糊容忍度对阅读理解有一定的影响。论文在调查研究的基础上,分别对教师与学生提出相应建议,目的在于增进教师和学生对相关问题的了解和重视。同时促使教师在阅读教学中注意对不同程度模糊容忍度的学生因材施教,从而更有效地开展阅读教学活动,获得最佳的教学效果。此外,本研究也可应用于其它语种的类似研究。
[Abstract]:In the process of English learning, there are often vague and unfamiliar situations, which often become a major obstacle to students' English learning. As an important part of language competence, reading will inevitably lead to many ambiguous situations and uncertainties, such as new words, long sentences, difficult sentences or reading materials that are not familiar with the background, and so on. In the process of English teaching when students encounter fuzzy situations if teachers pay too much attention to the accuracy and certainty of language students will easily feel confused and affect their learning efficiency and confidence. In order to carry out reading activities smoothly, students need to master certain cognitive skills to cope with the fuzzy situations encountered in reading. This cognitive skill is called fuzzy tolerance. Fuzzy tolerance is a kind of behavior produced by people in the face of fuzzy or unfamiliar situations: people with low fuzzy tolerance tend to regard fuzzy or unfamiliar situations as a potential threat. Conversely, if a person can accept a fuzzy situation, it is considered to have a relatively high degree of fuzzy tolerance. Many scholars at home and abroad have studied fuzzy tolerance. Their results show that fuzzy tolerance has a certain effect on foreign language learning. As an important part of English learning, reading plays a more and more important role in college entrance examination. Therefore, the study of the relationship between fuzzy tolerance and reading is becoming an important research topic. This thesis focuses on the correlation between fuzzy tolerance and English reading scores of senior high school students. The research mainly adopts questionnaire method and interview method. The specific research questions are as follows: (1) how does the overall English reading fuzzy tolerance level of senior high school students (2) do gender differences have a certain impact on English reading fuzzy tolerance? 3) is there a significant correlation between fuzzy tolerance and students' English reading performance? If yes, is it positive or negative correlation? 4) what is the relationship between English reading questions of different difficulty and fuzzy tolerance and reading achievement? Through specific investigation, research and analysis, The conclusion is as follows: 1) the overall English reading fuzzy tolerance of senior high school students is at an intermediate level and needs further improvement (.2) gender differences have no significant effect on English reading fuzzy tolerance. 3) English reading achievement and fuzzy tolerance. There is a significant correlation between degrees. There is a significant positive correlation between them. The English reading score increases with the increase of fuzzy tolerance.) there is a complex relationship between the difficulty of reading questions and the degree of fuzzy tolerance and reading achievement. In a certain range, the higher the difficulty of reading questions, the higher the correlation, but when the difficulty reaches a certain level, the higher the difficulty, the lower the correlation. The results show that fuzzy tolerance has a certain effect on reading comprehension. On the basis of investigation and research, this paper puts forward corresponding suggestions to teachers and students, aiming at enhancing the understanding and attention of teachers and students to relevant problems. At the same time, teachers should pay attention to teaching students with different degrees of fuzzy tolerance in reading teaching, so as to carry out reading teaching activities more effectively and obtain the best teaching effect. In addition, this study can also be applied to similar studies in other languages.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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