英语专业学生二语写作中模糊容忍度与写作策略及写作质量的相关性研究

发布时间：2021-01-30 04:27

　　近几十年来,有关模糊容忍度对英语写作成绩的影响备受关注。模糊容忍度被看作是二语写作中的重要组成部分,其重要性已得到国内外二语研究者的广泛认同。而英语写作策略是制约学生英语写作成绩的另外一个主要变量,其在英语写作教学中的地位备受国内外学者的广泛重视。本论文在近期研究理论框架的指导下,力求发现写作模糊容忍度与写作策略以及写作质量之间的关系,主要围绕以下三个问题展开研究:英语专业学生的写作模糊容忍度现状如何?英语专业学生的写作模糊容忍度与英语写作策略有何关系?英语专业学生的写作模糊容忍度与英语质量有何关系?为了回答以上研究问题,本研究选取了一所外国语大学英语专业二年级四个班,共115名学生作为研究对象。采用第二语言模糊容忍度测量问卷、写作策略问卷、2018年英语专业四级模拟试卷的写作部分以及SPSS 21.0为研究工具,对所得数据进行详细分析,得出以下研究结果:首先,将115名受试者分为低、中、高三种模糊容忍度组。结果发现,具有极低、极高的英语写作模糊容忍度水平的学生只占很小一部分,而大多数学生的英语写作模糊容忍度处于中等水平。其次,通过单因素方差分析、多重比较检验和皮尔逊相关分析,得出写作... 

【文章来源】：大连外国语大学辽宁省

【文章页数】：82 页

【学位级别】：硕士

【文章目录】：
ABSTRACT
摘要
ACKNOWLEDGEMENTS
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Background of the study
    1.2 Purpose of the study
    1.3 Significance of the study
        1.3.1 Theoretical significance
        1.3.2 Pedagogical significance
    1.4 Organization of the thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Tolerance of ambiguity
        2.1.1 Definition of TOA
        2.1.2 Measurement of TOA
        2.1.3 Theoretical foundation
            2.1.3.1 Individual learner differences
            2.1.3.2 Krashen’s Input Hypothesis and Affective Filter’s Hypothesis .
        2.1.4 Previous studies on TOA
    2.2 Writing strategies
        2.2.1 Definition of writing strategies
        2.2.2 Classification of writing strategies
        2.2.3 Previous studies on writing strategies
    2.3 Previous studies on the relationship between TOA and learning strategies
    2.4 Previous studies on the relationship between TOA and learning performance
CHAPTER THREE METHODOLOGY
    3.1 Research questions
    3.2 Participants
    3.3 Instruments
        3.3.1 The questionnaires
        3.3.2 The writing test
    3.4 Procedures
        3.4.1 The pilot study
        3.4.2 Data collection
        3.4.3 Data analysis
CHAPTER FOUR RESULTS AND DISCUSSION
    4.1 The overall situation of writing TOA of the participants
    4.2 The relationship between English majors’ writing TOA and their English writing strategies
        4.2.1 Correlation analysis between writing TOA and English writing strategies
        4.2.2 Differences in four writing strategies used by students with different writing TOA
    4.3 The relationship between English majors’ writing TOA and their English writing performance
CHAPTER FIVE CONCLUSION
    5.1 Major findings of the study
    5.2 Implications
        5.2.1 Theoretical implications
        5.2.2 Pedagogical implications
    5.3 Limitations of the present study
    5.4 Suggestions for further study
REFERENCES
APPENDIXⅠ
APPENDIXⅡ
APPENDIXⅢ
APPENDIXⅣ



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