英语阅读焦虑在歧义容忍度和高中生英语阅读成绩之间的中介作用研究

发布时间：2020-12-17 06:17

　　英语阅读在高中英语中很受重视,并且对高中生的英语成绩影响较大,而且《普通高中英语课程标准》2017版也规定,高中英语课程是为了培养学生语言运用的能力,而阅读理解充分地考查了这种能力。尽管英语阅读对提高学生的成绩有如此大影响,但是学生在阅读的过程中始终会存在许多问题。这是因为在英语学习的过程中,学生会遇到充满歧义和不确定的情境,比如生词或者不熟悉的阅读材料,与此同时,学生的心理也会随着歧义程度加深而变化,会出现各种焦虑不安的负面情绪等。因此,作为认知因素的歧义容忍度和作为情感因素的阅读焦虑,都可能影响学生在英语阅读中的表现。因此,为了解决这实际问题,歧义容忍度和阅读焦虑以及阅读成绩的研究正逐渐成为一个重要的研究话题。本研究主要探讨英语阅读焦虑在歧义容忍度和英语阅读成绩之间的中介作用。具体研究问题有以下三个:1.高低不同歧义容忍度对高中生的英语阅读成绩是否有不同影响?2.高低不同歧义容忍度对高中生的英语阅读焦虑是否有不同影响?3.高中生的英语阅读焦虑在歧义容忍度和英语阅读成绩上是否起到中介作用?如果是,是完全还是部分中介?并以此发现为依据,探讨如何在教学中关注学生阅读焦虑和歧义容忍度以提高... 

【文章来源】：内蒙古师范大学内蒙古自治区

【文章页数】：88 页

【学位级别】：硕士

【文章目录】：
中文摘要
abstract
Chapter I Introduction
    1.1 Research background
    1.2 Research purpose
    1.3 Research significance
    1.4 Structure of the thesis
Chapter II Literature Review
    2.1 Overview of research on foreign language reading anxiety
        2.1.1 Definition of anxiety
        2.1.2 Definition of foreign language reading anxiety
        2.1.3 The measurement of the foreign language reading anxiety
    2.2 Overview of research on tolerance of ambiguity
        2.2.1 Definition of tolerance of ambiguity
        2.2.2 The measurement of the tolerance of ambiguity
    2.3.Overview of the research on reading comprehension
        2.3.1 The definition of reading
        2.3.2 The influencing factors of reading comprehension
    2.4 Major studies among the three variables abroad and at home
        2.4.1 Research on tolerance of ambiguity and English reading achievement
        2.4.2 Research on foreign language reading anxiety and English reading achievement
        2.4.3 Research on tolerance of ambiguity and foreign language reading anxiety
    2.5 Theoretical foundations
        2.5.1 Affective filter hypothesis under the influence of the mediation
        2.5.2 Rogers’s humanistic teaching and learning theory
Chapter III Research Methodology
    3.1 Research questions
    3.2 Research subjects
    3.3 Research instruments
        3.3.1 Questionnaires
        3.3.2 Test
        3.3.3 Interview
    3.4 Research procedures
        3.4.1 Data collection
        3.4.2 Data analysis
Chapter IV Results and Discussion
    4.1 Results and discussion of English reading achievement on different levels of tolerance of ambiguity
    4.2 Results and discussion of English reading anxiety on different levels of tolerance of ambiguity
    4.3 Correlation analysis among the English reading anxiety,English reading achievement and tolerance of ambiguity
    4.4 Results and discussion of the mediating role of English reading anxiety
    4.5 Results and discussion of interview
Chapter Ⅴ Conclusion
    5.1 Major findings
    5.2 Implications for senior high school’s English reading teaching
    5.3 Limitations and suggestions for future research
References
Appendix 1 Second Language Tolerance of Ambiguity Scale
Appendix 2 Foreign Language Reading Anxiety Scale
Appendix 3 Test of Reading
Appendix 4 Interview
Appendix 5 Scores of TOA and Reading Scores and Reading Anxiety
Acknowledgements



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