本文選題：歧義容忍度　切入點：閱讀策略使用　出處：《江西師范大學》2016年碩士論文　論文類型：學位論文

【摘要】：作為一種學習風格,歧義容忍度對語言水平及學習策略會產(chǎn)生重要的影響。國內(nèi)外諸多研究表明歧義容忍度高的學習者在總體語言學習上表現(xiàn)得更好,且其與學習者的聽、說、讀、寫能力也存在積極相關性。此外,研究表明學習者的歧義容忍度會影響他們對學習策略的使用。歧義容忍度高的學習者會在不同的學習任務中積極使用不同的學習策略。迄今為止,雖然已有許多關于歧義容忍度與語言學習及學習策略之間關系的研究,但是針對于歧義容忍度及閱讀策略之間關系的研究卻相對較少。因此,本研究旨在調(diào)查高中生歧義容忍度對其英語閱讀策略使用的影響,并試圖解答高中生的歧義容忍度是否與其總體閱讀策略使用顯著相關。其次,探究高中生的歧義容忍度是否與各分類閱讀策略使用顯著相關。再次,比較高、中、低歧義容忍度的高中生在英語閱讀策略的使用上是否存在顯著差異。根據(jù)數(shù)據(jù)分析,本研究的主要研究成果如下:首先,高中生的總體歧義容忍度處于中等水平(平均值為38.246),且他們的總體閱讀策略使用處于中等水平(平均值為2.78)。高中生的歧義容忍度與其綜合策略的使用存在顯著相關(相關系數(shù)為0.427)。其次,高中生歧義容忍度與認知策略顯著相關,但與元認知策略及社會情感策略存在微弱相關。最后,與中等歧義容忍度及低歧義容忍度的高中生相比,高歧義容忍度的學生在總體閱讀策略使用上表現(xiàn)更佳。此外,他們在認知策略,元認知策略及社會情感策略的使用上都比其他同學略勝一籌。根據(jù)上述的研究成果,作者對英語教學和學習提出了幾點啟示:1)英語教師應該幫助學生提高其歧義容忍度的意識并設計有效的課堂活動去調(diào)整學生歧義容忍度到一個有利的水平;2)教師應該對學生如何使用閱讀策略進行直接且系統(tǒng)的指導,特別是對其元認知和社會情感策略的使用方法進行指導。3)教師應該引導學生在閱讀中積極調(diào)整自身歧義容忍度,并鼓勵他們適當面對歧義。
[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.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.41

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本文編號：1589996