本文選題：歧義容忍度 + 閱讀策略��； 參考：《山東師范大學》2017年碩士論文

【摘要】：歧義容忍度,作為人類認知領域中重要的概念之一,1948年由Frenkel-Brunswik提出,此后受到二語學者的廣泛關注。研究普遍發(fā)現(xiàn),歧義容忍度水平的高低對二語學習影響顯著。英語學習中,閱讀作為必不可缺的一個重要環(huán)節(jié),是一個充滿歧義的過程,學習者若沒有容忍意識,將難以容忍閱讀過程中出現(xiàn)的模糊現(xiàn)象,這將直接影響英語閱讀學習的效果。初中生正處于英語學習的生長期,筆者通過研究初中生的歧義容忍度現(xiàn)狀,以及其與英語閱讀能力的相關性,使教師能夠據(jù)此指導學生運用適當?shù)拈喿x策略,幫助學生更好地完成閱讀任務,提升閱讀能力。本研究采用調(diào)查問卷和訪談結合的研究方法,通過改編Ely(1989)的歧義容忍度調(diào)查問卷、Oxford(1990)的閱讀策略調(diào)查問卷,選用英語閱讀理解測試試卷,以山東師范大學第二附屬中學初三兩個平行班的學生作為調(diào)查對象,研究初中生的歧義容忍度水平情況、其與閱讀策略和閱讀測試成績的相關性,通過訪談了解學生和教師的歧義容忍意識以及學生的閱讀策略使用情況,探討歧義容忍度與閱讀能力的相關性,并根據(jù)調(diào)查結果提出改進閱讀教學的有效建議。基于對上述問題的探討,研究發(fā)現(xiàn)當前大多數(shù)初中生的歧義容忍度處于中等水平,在閱讀過程中有時會使用閱讀策略,歧義容忍度與閱讀能力存在明顯正相關性。六類閱讀策略使用頻率從高到低依次為:補償策略、元認知策略、社交策略、認知策略、記憶策略和情感策略。高低歧義容忍度學生在閱讀策略選擇方面存在差異。高歧義容忍度學生的閱讀測試成績遠高于中等歧義容忍和低等歧義容忍學生,與閱讀測試成績成正相關。通過分析調(diào)查數(shù)據(jù),筆者得到以下對閱讀教學的啟示:首先,最為重要的是培養(yǎng)教師和學生的歧義容忍度意識;其次,在具體閱讀教學中培養(yǎng)學生的歧義容忍度,采取靈活多樣的教學方法,營造輕松愉悅的學習氛圍;同時,教師應該注意在日常課堂教學中滲透閱讀策略使用意識;最后,在建構主義教學觀的指導下,教師應設置合理的三維教學目標,注意培養(yǎng)學生的閱讀興趣。
[Abstract]:Tolerance of ambiguity, as one of the most important concepts in human cognition, was proposed by Frenkel-Brunswik in 1948 and has received extensive attention since then. It is generally found that the level of tolerance of ambiguity has a significant effect on second language learning. In English learning, reading, as an indispensable part of English learning, is a process full of ambiguity. If learners do not have a sense of tolerance, it will be difficult for them to tolerate ambiguity in the process of reading. This will directly affect the effect of English reading learning. Junior high school students are in the growth period of English learning. By studying the present situation of ambiguity tolerance of junior high school students and their correlation with English reading ability, the author can guide the students to use appropriate reading strategies. Help students to complete reading tasks and improve their reading ability. This study adopts the method of questionnaire and interview, and adopts the English reading comprehension test paper by adapting the tolerance of ambiguity questionnaire of Elyan 1989 to the reading strategy questionnaire of Oxford1990). Taking the students of two parallel classes in Grade 3 of the second affiliated Middle School of Shandong normal University as the objects of investigation, this paper studies the level of ambiguity tolerance of junior high school students, and its correlation with reading strategies and reading test results. Through interviews to understand students' and teachers' awareness of ambiguity tolerance and the use of students' reading strategies, this paper explores the correlation between ambiguity tolerance and reading ability, and puts forward some effective suggestions for improving reading teaching based on the results of the investigation. Based on the above problems, it is found that most junior middle school students have moderate tolerance of ambiguity, and sometimes use reading strategies in the process of reading, and there is a significant positive correlation between ambiguity tolerance and reading ability. The six types of reading strategies are: compensation strategies, metacognitive strategies, social strategies, cognitive strategies, memory strategies and affective strategies. There are differences in the choice of reading strategies between high and low ambiguity tolerance students. The reading test scores of high ambiguity tolerance students were significantly higher than those of middle ambiguity tolerance and low ambiguity tolerance students, which were positively correlated with reading test scores. Through the analysis of the survey data, the author gets the following enlightenment to the reading teaching: first, the most important thing is to cultivate the sense of ambiguity tolerance between teachers and students; secondly, to cultivate the students' tolerance of ambiguity in the specific reading teaching. Adopt flexible teaching methods to create a relaxed and pleasant learning atmosphere; at the same time, teachers should pay attention to the use of reading strategies in the daily classroom teaching. Finally, under the guidance of constructivism teaching view, Teachers should set reasonable three-dimensional teaching objectives and pay attention to cultivating students' reading interest.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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本文編號：1939942