高中生歧义容忍度与英语阅读焦虑及阅读成绩的相互关系研究

发布时间：2020-12-17 12:42

　　阅读在高中英语的学习中占据重要的位置,英语考试中的阅读分数比例占整张试卷的26.7%,足见阅读对英语学习的重要性。且2017版《普通高中英语课程标准》更加注重对学生语言运用能力的培养,而阅读理解则是对学生语言运用能力的充分考查。因此,英语阅读的提高对高中生而言异常重要。但在实际阅读训练中,由于阅读涉及的范围广,学生经常会碰到不确定或充满歧义的语篇情境,对学生而言的生词或者不熟悉的单词则会时常出现。面对这种情况,对于不能容忍歧义的学生,焦虑情绪油然而生。因此,为了提升学生的英语阅读成绩,有必要对作为情感因素的焦虑和认知因素的歧义容忍度进行进一步的研究和探讨。本研究主要探讨英语阅读焦虑,歧义容忍度和英语阅读成绩三者之间的相互关系,具体研究问题如下:1.高中生歧义容忍度,阅读焦虑及阅读成绩的现状怎样?2.高中生的英语阅读成绩在不同歧义容忍度水平是否差异显著?3.高中生的英语阅读焦虑在不同歧义容忍度水平是否差异显著?4.高中生的英语歧义容忍度,英语阅读焦虑及阅读成绩三者相互关系怎样?在此基础上,进一步探讨在实际教学过程中通过关注学生的阅读焦虑及歧义容忍度来提高教学和学习效果。本研究的研究对象是... 

【文章来源】：江西师范大学江西省

【文章页数】：75 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter 1 Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Structure of the Thesis
Chapter 2 Literature Review
    2.1 Reading
        2.1.1 Definition of reading
        2.1.2 The influencing factors of reading
    2.2 Tolerance of Ambiguity（TOA）
        2.2.1 Definition of TOA
        2.2.2 The measurement of TOA
    2.3 Foreign Language Reading Anxiety
        2.3.1 Definition of foreign language reading anxiety
        2.3.2 The measurement of foreign language reading anxiety
    2.4 Theoretical Foundations
        2.4.1 Krashen's affective filter hypothesis
        2.4.2 Rogers's humanism
    2.5 Relevant Studies of TOA,ERA and English Reading Achievement Abroadand at Home
        2.5.1 Relevant studies of TOA,ERA and English reading achievementabroad
        2.5.2 Relevant studies of TOA,ERA and English reading achievement athome
    2.6 Summary
Chapter 3 Research Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Test for reading comprehension
        3.3.3 Interview
    3.4 Research Procedures
        3.4.1 Data collection
        3.4.2 Data analysis
Chapter 4 Results
    4.1 Overall State of TOA,ERA and Reading Achievement
    4.2 English Reading Achievement on Different TOA Levels
    4.3 ERA on Different TOA Levels
    4.4 Relationship between TOA,ERA and English Reading Achievement
Chapter 5 Discussion
    5.1 Overall State of TOA,ERA and Reading Achievement
    5.2 English Reading Achievement on Different TOA Levels
    5.3 ERA on Different TOA Levels
    5.4 Relationship between TOA,ERA and English Reading Achievement
Chapter 6 Conclusion
    6.1 Major Findings of the Present Research
    6.2 Implications for English Reading Teaching and Learning
        6.2.1 Improving students' TOA level
        6.2.2 Decreasing students' reading anxiety level
    6.3 Limitations and Suggestions for the Further Research
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Acknowledgements
在读期间公开发表论文（著）及科研情况



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