初中生模糊容忍度与英语听力水平的相关性研究

发布时间：2018-03-09 03:02

本文选题：模糊容忍度　切入点：听力水平　出处：《山西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：听力作为常用的语言技能之一,在日常交际和外语学习中占有举足轻重的地位。然而,由于英语听力教学在国内起步较晚与受重视程度不够等原因,导致学生听力的基础较差,使得听力成为英语学习者的一大难题。众所周知,在英语学习过程中,不熟悉的语法结构、语音、词汇、常用句型和口语表达习惯、固定搭配以及陌生的思维方式、行为习惯、内在价值观念等,都可以成为歧义因素。而英语听力理解的本身就是一个存在大量歧义的过程。听力的难点在于听力与其他三项语言技能相比有很大的不确定因素,只能听到声音,不能看到文字,这要求学生高度集中注意力。这些不确定因素增大了理解难度,容易引起学生的焦虑,导致学生产生厌听的情绪。不同的学习者对语言模糊现象有不同的看法,以及对模糊语言现象的理解,处理过程和忍耐程度也不相同。这与学习者自身的模糊容忍度息息相关。模糊容忍度,作为一种学习风格,在英语学习过程中起着非常重要的作用。不同学习者具有不同的模糊容忍度。近年来,许多国内外的学者已经开始研究模糊容忍度和语言学习以及阅读能力的相关性,但是很少有人研究模糊容忍度与听力能力的相关性研究,尤其是以初中生为研究对象的更少。所以本论文将以初中生为研究对象,研究模糊容忍度与听力水平的相关性,并对不同模糊容忍度的初中生采用的听力策略进行分析。本论文主要回答下面几个问题:(1)初中生模糊容忍度和英语听力水平如何?男生与女生之间有何差异?(2)初中生模糊容忍度与英语听力水平的相关性如何?(3)不同模糊容忍度学生听力策略的使用有何差异?95位初三年级学生参加了此次调查,他们都来自于河北省沧州市某县级初级中学,包括51位女生和44位男生。在调查过程中,作者采用了问卷调查法和访谈法。关于学生们听力水平的测试,为了保证信度和效度,作者采用了2015年河北省中考试卷的听力部分作为测试卷。通过SPSS软件进行分析,得出不论男生还是女生,他们都有一定的模糊容忍度,男女生的模糊容忍度不存在显著差异。但是听力水平上,女生明显高于男生。通过皮尔曼相关性分析,不论男生还是女生,模糊容忍度和听力水平呈显著正相关。初三学生均表示在听力过程中他们都会有意识的采用听力策略,他们最常用的是元认知策略,其次是认知策略,情感和社交策略使用较少。但是不同模糊容忍度的学生在听力过程中能够采用听力策略的侧重点不同。高模糊容忍度的学生应用自我计划、自我管理、推理以及转化策略多于中模糊容忍度和低模糊容忍度的学生,而低模糊容忍度的学生比高模糊容忍度的学生更擅长使用自我监控和情感策略。数据表明,中等模糊容忍度的初中生能够更加灵活的选取听力策略,保持中等水平的模糊容忍度更有利于英语学习。
[Abstract]:As one of the commonly used language skills, listening plays an important role in daily communication and foreign language learning. It is well known that in the process of English learning, unfamiliar grammatical structures, pronunciation, vocabulary, common sentence patterns and oral expressions, fixed collocations, strange thinking patterns and behavior habits are common. The intrinsic values can all become ambiguous factors. The English listening comprehension itself is a process in which there is a great deal of ambiguity. The difficulty of listening is that listening has a great deal of uncertainty compared with the other three language skills. You can only hear sounds, you can't see words, which requires students to be highly focused. These uncertainties increase the difficulty of understanding and easily cause students' anxiety. Different learners have different views on language vagueness and their understanding of fuzzy language. The processing process and the degree of tolerance are also different. This is closely related to the learner's own fuzzy tolerance. Fuzzy tolerance, as a learning style, Different learners have different degrees of fuzzy tolerance. In recent years, many scholars at home and abroad have begun to study the correlation between fuzzy tolerance and language learning and reading ability. However, there are few studies on the correlation between fuzzy tolerance and listening ability, especially among junior high school students. Therefore, this thesis will study the correlation between fuzzy tolerance and listening ability of junior high school students. This thesis mainly answers the following questions: 1) what is the degree of fuzzy tolerance and English listening proficiency of junior high school students? What is the difference between boys and girls? (2) what is the correlation between fuzzy tolerance and listening proficiency of junior high school students? (3) what are the differences in the use of listening strategies among students with different degrees of fuzzy tolerance? Ninety-five junior high school students, all from a county junior high school in Cangzhou City, Hebei Province, took part in the survey, including 51 girls and 44 boys. In the course of the survey, In order to ensure the reliability and validity, the author used the listening part of the Hebei Middle School examination paper in 2015 as the test paper. The paper was analyzed by SPSS software. The results show that both boys and girls have a certain degree of fuzzy tolerance. There is no significant difference in fuzzy tolerance between boys and girls. However, the level of hearing of girls is significantly higher than that of boys. Both boys and girls showed a significant positive correlation between fuzzy tolerance and listening level. Junior three students said they would consciously adopt listening strategies in the listening process. The most commonly used listening strategies were metacognitive strategies, followed by cognitive strategies. Emotional and social strategies were used less. But students with different degrees of fuzzy tolerance were able to use listening strategies with different emphases. Students with high fuzzy tolerance applied self-planning and self-management. Reasoning and transformation strategies were more than those with moderate and low fuzzy tolerance, while those with low fuzzy tolerance were better at using self-monitoring and affective strategies than those with high fuzzy tolerance. Junior middle school students with middle fuzzy tolerance can choose listening strategies more flexibly, and maintaining middle level fuzzy tolerance is more beneficial to English learning.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

【相似文献】