英语歧义容忍度、阅读策略及阅读成绩的相关性研究

发布时间：2021-10-09 08:39

　　英语阅读在当今英语学习中扮演着最重要角色之一,而且阅读测试比重越来越大。但在阅读过程中,学生不可避免地遇到生词和难理解的文本,此时学习者的心理也会随之发生变化。因此,运用阅读策略有助于学习者更好的理解文本。而英语歧义容忍度作为一个重要的认知因素,影响着学习者阅读策略的使用。但该因素还没有引起学习者尤其对初中学生的广泛关注。面对以上英语实际学习中的问题,本文旨在探究英语歧义容忍度、阅读策略及阅读成绩的相关性。作者随机抽取唐山市友谊中学340名八年级学生作为本研究的被试,通过第二语言歧义容忍度调查问卷、阅读理解能力测试以及阅读策略调查问卷测量工具进行定量研究。为进一步挖掘研究变量之间的相关关系,作者又对一部分被试进行了相关访谈的定性研究。本研究运用SPSS 13.0对收集的数据进行了描述性统计、皮尔逊相关分析以及线性回归分析。研究结果显示:（1）初中生大多处于中英语歧义容忍度且英语阅读水平较高;（2）初中生在英语阅读过程中不经常运用英语阅读策略,认知阅读策略的使用频率要高于元认知阅读策略和社会情感阅读策略;（3）学习者的英语歧义容忍度和阅读成绩呈现显著微弱正相关,且英语歧义容忍度对阅读成绩... 

【文章来源】：河北师范大学河北省

【文章页数】：93 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter Ⅰ Introduction
    1.1 Research Background
    1.2 Research Significance
    1.3 Thesis Framework
Chapter Ⅱ Literature Review
    2.1 Previous Study on Tolerance of Ambiguity
        2.1.1 Definition of Tolerance of Ambiguity in psychology
        2.1.2 Definition of tolerance of ambiguity in foreign language learning
        2.1.3 Related research on English tolerance of ambiguity
    2.2 Previous Study on English Reading Strategies
        2.2.1 Definition of English Reading Strategies
        2.2.2 Classification of English Reading Strategies
        2.2.3 Related research on English Reading Strategies
    2.3 Previous research on the correlation relationship between English tolerance of ambiguity and reading strategies
    2.4 Summary
Chapter Ⅲ Research Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Second Language Tolerance of Ambiguity Scale (SLTAS)
        3.3.2 Reading Strategies Questionnaire
        3.3.3 Reading Test
        3.3.4 Interview
    3.4 Research Procedure
        3.4.1 Pilot Test
        3.4.2 Data collection
        3.4.3 Data analysis
Chapter Ⅳ Research Results
    4.1 The descriptive analysis of English tolerance of ambiguity, reading strategies and reading achievement
        4.1.1 Descriptive analysis of English tolerance of ambiguity
        4.1.2 Descriptive analysis of English reading achievement
        4.1.3 Descriptive analysis of reading strategies
    4.2 The relationship between English tolerance of ambiguity and reading achievement
        4.2.1 Correlation analysis between English tolerance of ambiguity and reading achievement
        4.2.2 Regression analysis between English tolerance of ambiguity and reading achievement
    4.3 The relationship between English tolerance of ambiguity and reading strategies
        4.3.1 Correlation analysis between English tolerance of ambiguity and reading strategies
        4.3.2 Regression analysis between English tolerance of ambiguity and reading strategies
    4.4 The relationship between reading achievement and reading strategies
        4.4.1 Correlation analysis between reading achievement and reading strategies
        4.4.2 Regression analysis between reading achievement and reading strategies
    4.5 Interview's Results
Chapter Ⅴ Research Discussion
    5.1 Discussion on English tolerance of ambiguity
    5.2 Discussion on reading achievement
    5.3 Discussion on reading strategies
        5.3.1 Discussion on Metacognition reading strategies
        5.3.2 Discussion on cognitive reading strategies
        5.3.3 Discussion on social-affective reading strategies
    5.4 Discussion on the relationship between English tolerance of ambiguity and reading achievement
    5.5 Discussion on the relationship between English tolerance of ambiguity and reading strategies
    5.6 Discussion on the relationship between reading achievement and reading strategies
Chapter Ⅵ Conclusions and Implications
    6.1 Major findings of the study
    6.2 Implications of the study
    6.3 Limitations for this study and suggestions for the future Study
Bibliography
Appendix Ⅰ 第二语言歧义容忍度测试量表
Appendix Ⅱ 英语阅读策略问卷
Appendix Ⅲ 英语期中考试题(阅读理解部分)
Appendix Ⅳ 访谈提纲
Acknowledgements


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