模糊容忍度与高中生英语阅读焦虑和阅读成绩的相关性研究

发布时间：2018-06-01 09:14

本文选题：模糊容忍度 + 英语阅读焦虑　；参考：《福建师范大学》2016年硕士论文

【摘要】：随着全球化的推进,英语的学习及推广在中国教育中也扮演着越来越重要的角色。英语的学习对中国学生来讲是一个非常复杂的过程,它不仅有着自身的语言特征,同时其他的因素对它也会产生一定的影响作用。在外语学习过程中,尤其是在英语阅读方面,作为情感因素的焦虑与认知因素的模糊容忍度这两个变量扮演着重要的角色。尽管国内外许多学者对这两个变量进行了不同角度的独立研究,但是在国内,研究学家们很少将焦虑与模糊容忍度两个变量联系在一起来同时研究两者对英语学习的影响。因此,本项研究旨在试图探究模糊容忍度和英语阅读焦虑以及英语阅读成绩之间的相关性。本项研究以93名高二年级学生为受试对象,依据Saito的外语阅读焦虑量表和E1y的外语模糊容忍度量表来进行问卷调查,并且以受试者的英语期中测试阅读理解成绩进行数据收集,之后利用SPSS13.0软件进行数据处理分析。本项研究的结果表明：1)受试的高中生在阅读过程中的模糊容忍度总体水平处于偏低的状态,而他们的英语阅读焦虑程度较高；2)不同阅读焦虑以及不同模糊容忍度在外语阅读成绩上的差异显著。英语阅读焦虑低的学生的英语阅读成绩比高阅读焦虑学生的成绩更好,模糊容忍度越高的学生其阅读成绩越好；3)通过皮尔逊双尾检验,模糊容忍度与阅读焦虑之间呈显著的负相关关系,即模糊容忍度越高,英语阅读焦虑越低。模糊容忍度与阅读成绩之间呈显著的正相关关系,即模糊容忍度越高,英语阅读成绩越好。英语阅读焦虑与阅读成绩之间呈负相关关系,且相关性显著,即英语阅读焦虑越高,阅读成绩越低,反之越高。
[Abstract]:With the development of globalization, the study and promotion of English is playing an increasingly important role in Chinese education. English learning is a very complicated process for Chinese students. It not only has its own language characteristics, but also has some influence on it by other factors. In the process of foreign language learning, especially in the aspect of English reading, anxiety as an affective factor and fuzzy tolerance as a cognitive factor play an important role. Although many scholars at home and abroad have carried out independent studies on these two variables from different angles, in China, researchers seldom link anxiety with fuzzy tolerance to study the effects of the two variables on English learning at the same time. Therefore, this study attempts to explore the correlation between fuzzy tolerance, English reading anxiety and English reading achievement. In this study, 93 sophomore students were investigated according to Saito's Foreign language Reading anxiety scale and E1y's Foreign language Fuzzy tolerance scale, and the data were collected based on the reading comprehension scores of the subjects' English midterm test. After that, SPSS13.0 software is used for data processing and analysis. The results of this study showed that the overall level of fuzzy tolerance in the reading process of the high school students in the study was on the low side. However, their English reading anxiety is higher than that of English reading anxiety (2) different reading anxiety and different fuzzy tolerance have significant differences in foreign language reading performance. Students with low English reading anxiety had better reading scores than those with high reading anxiety, and students with higher fuzzy tolerance had better reading scores. There is a significant negative correlation between fuzzy tolerance and reading anxiety, that is, the higher the fuzzy tolerance, the lower the English reading anxiety. There is a significant positive correlation between fuzzy tolerance and reading achievement, that is, the higher the fuzzy tolerance, the better the English reading score. There is a negative correlation between English reading anxiety and reading achievement, and the correlation is significant, that is, the higher the reading anxiety, the lower the reading score and the higher the reading achievement.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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