歧义容忍度对高中生英语阅读策略使用的影响研究

发布时间：2018-03-09 19:48

本文选题：歧义容忍度　切入点：阅读策略使用　出处：《江西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：作为一种学习风格,歧义容忍度对语言水平及学习策略会产生重要的影响。国内外诸多研究表明歧义容忍度高的学习者在总体语言学习上表现得更好,且其与学习者的听、说、读、写能力也存在积极相关性。此外,研究表明学习者的歧义容忍度会影响他们对学习策略的使用。歧义容忍度高的学习者会在不同的学习任务中积极使用不同的学习策略。迄今为止,虽然已有许多关于歧义容忍度与语言学习及学习策略之间关系的研究,但是针对于歧义容忍度及阅读策略之间关系的研究却相对较少。因此,本研究旨在调查高中生歧义容忍度对其英语阅读策略使用的影响,并试图解答高中生的歧义容忍度是否与其总体阅读策略使用显著相关。其次,探究高中生的歧义容忍度是否与各分类阅读策略使用显著相关。再次,比较高、中、低歧义容忍度的高中生在英语阅读策略的使用上是否存在显著差异。根据数据分析,本研究的主要研究成果如下:首先,高中生的总体歧义容忍度处于中等水平(平均值为38.246),且他们的总体阅读策略使用处于中等水平(平均值为2.78)。高中生的歧义容忍度与其综合策略的使用存在显著相关(相关系数为0.427)。其次,高中生歧义容忍度与认知策略显著相关,但与元认知策略及社会情感策略存在微弱相关。最后,与中等歧义容忍度及低歧义容忍度的高中生相比,高歧义容忍度的学生在总体阅读策略使用上表现更佳。此外,他们在认知策略,元认知策略及社会情感策略的使用上都比其他同学略胜一筹。根据上述的研究成果,作者对英语教学和学习提出了几点启示:1)英语教师应该帮助学生提高其歧义容忍度的意识并设计有效的课堂活动去调整学生歧义容忍度到一个有利的水平;2)教师应该对学生如何使用阅读策略进行直接且系统的指导,特别是对其元认知和社会情感策略的使用方法进行指导。3)教师应该引导学生在阅读中积极调整自身歧义容忍度,并鼓励他们适当面对歧义。
[Abstract]:As a learning style, ambiguity tolerance plays an important role in language proficiency and learning strategies. There is also a positive correlation between the ability to read and write. The study shows that learners' ambiguity tolerance affects their use of learning strategies. Learners with high ambiguity tolerance actively use different learning strategies in different learning tasks. Although there have been many studies on the relationship between ambiguity tolerance and language learning and learning strategies, there have been relatively few studies on the relationship between ambiguity tolerance and reading strategies. The purpose of this study is to investigate the effects of ambiguity tolerance on the use of English reading strategies among senior high school students, and to try to find out whether the ambiguity tolerance of senior high school students is significantly related to the overall use of reading strategies. Secondly, To explore whether the tolerance of ambiguity in senior high school students is significantly related to the use of different reading strategies. Thirdly, whether there are significant differences in the use of English reading strategies among high, middle and low ambiguity tolerance high school students. The main results of this study are as follows: first, The overall ambiguity tolerance of high school students was at the medium level (mean 38.246), and their overall reading strategy use was at the medium level (average 2.78). There was a significant correlation between the ambiguity tolerance of senior high school students and the use of their comprehensive strategies. Guan (correlation coefficient is 0.427). Next, The degree of ambiguity tolerance in senior high school students was significantly correlated with cognitive strategies, but was weakly correlated with metacognitive strategies and social affective strategies. Students with high tolerance of ambiguity performed better in overall reading strategy use. In addition, they were slightly better than other students in the use of cognitive strategies, metacognitive strategies and social affective strategies. The author puts forward some enlightenments to English teaching and learning: 1) English teachers should help students to raise their awareness of ambiguity tolerance and design effective classroom activities to adjust students' ambiguity tolerance to a favorable level. Students should be given direct and systematic guidance on how to use reading strategies. In particular, teachers should guide students to adjust their tolerance of ambiguity in reading and encourage them to face ambiguity properly.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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