高中生英语学习中模糊容忍度、听力策略及听力成绩的相关性研究

发布时间：2018-05-02 06:07

本文选题：模糊容忍度 + 听力策略　；参考：《陕西师范大学》2016年硕士论文

【摘要】：Chapelle (1983)与Ely(1995)认为模糊容忍度是影响二语学习的重要因素,并可一定程度预测英语学习效果。基于高模糊容忍度学习者在听力理解及句法结构方面表现更佳,奈曼(1978)指出,模糊容忍度对语言学习中听力理解及结构有显著影响。另一个对听力有重要影响的因素即听力策略。Chapelle提出,模糊容忍度会影响学习者对听力策略的选择及使用。本论文以来自西安铁一中滨河学校的80名高二学生为调查对象,借助该校三次考试听力成绩,及Ely编制的《第二语言模糊容忍度调查表》及出自Oxford后经王宇翻译并修改的《英语学习听力策略调查》,对研究对象的模糊容忍度情况、听力策略使用情况做了调查,收集数据后利用SPSS 16.0进行数据分析,以探究高中生模糊容忍度、听力策略及听力成绩的相关性。具体结论如下：首先,总体来说,被试学生多数处于中等模糊容忍度水平(比例为70.3%),能一定程度容忍模糊、陌生、复杂的语言情境,忽略或者接受听到的陌生、复杂的信息。高模糊容忍度及低模糊容忍度比例分别为17.5%和12.2%。听力成绩高的学生比听力成绩低的学生更能容忍模糊情境；第二,分析表明,总体上,听力成绩与学生模糊容忍度呈显著正相关,模糊容忍度提高可促进听力的提升,该结论与Chapelle所提模糊容忍度可预测语言能力相一致；第三,该研究中被试使用五大听力策略,他们经常使用意义(包括推理、联想、预测策略)及形式策略(包括生词和语法策略),有时使用听力元认知策略(即计划、监控、评价和选择策略)、依赖母语策略和社交情感策略；第四,在11种分策略中,高听力成绩组与低听力成绩组在使用语法、推理、联想、预测、监控及评价策略上有显著差异,认知策略及社会情感策略与成绩呈显著相关,但他们的元认知策略与依赖母语策略的使用与成绩却无显著相关。最后,整体说来,听力策略与模糊容忍度间有显著的相关性,某种程度上,模糊容忍度会影响学生听力策略的使用。本研究发现,被试模糊容忍度越高,他们运用听力策略越有选择性及灵活性；对于低模糊容忍度学生,他们对听力策略的使用频率接近,具有一定的盲目性和随机性。基于以上研究结论,作者提出了相应的教学意见：首先,教师与学生都应对模糊容忍度高度重视；其次,教师应注重培养学生的元认知策略,引导他们自主学习,强化认知策略的使用,提升听力水平；引导学生运用社会情感策略以降低焦虑,提高听力效率；最后,在听力策略培训过程中考虑到模糊容忍度的影响,综合提升听力能力。
[Abstract]:Chapelle / 1983 and Elyn 1995) think that fuzzy tolerance is an important factor affecting second language learning, and can predict the effect of English learning to some extent. Based on the fact that learners with high fuzzy tolerance perform better in listening comprehension and syntactic structure, Naiman pointed out that fuzzy tolerance has a significant effect on listening comprehension and structure in language learning. Another important factor affecting listening is listening strategy. Chapelle points out that fuzzy tolerance affects learners' choice and use of listening strategies. In this paper, 80 senior high school students from Xi'an Railway No. 1 Middle School were investigated, with the aid of their listening scores in three examinations. The second language Fuzzy tolerance questionnaire compiled by Ely and the English listening Strategy Survey translated and modified by Wang Yu from Oxford were investigated on the subjects' fuzzy tolerance and listening strategy use. The data were collected and analyzed by SPSS 16.0 to explore the correlation among fuzzy tolerance, listening strategies and listening achievement of senior high school students. The main conclusions are as follows: first of all, most of the students are at the level of moderate fuzzy tolerance (the ratio is 70.33%), which can tolerate vague, unfamiliar, complex language situations, ignore or accept strange and complicated information. The ratios of high fuzzy tolerance and low fuzzy tolerance were 17.5% and 12.2%, respectively. Students with high listening scores can tolerate fuzzy situations more than those with low listening scores. Secondly, the analysis shows that there is a significant positive correlation between listening achievement and students' fuzzy tolerance, and the improvement of fuzzy tolerance can promote the improvement of listening ability. This conclusion is consistent with the predictive language ability of fuzzy tolerance proposed by Chapelle. Third, the study subjects used five major listening strategies. They often used meaning (including inference, association, association). Predictive strategies and formal strategies (including new words and grammatical strategies), sometimes using listening metacognitive strategies (i.e. planning, monitoring, evaluating and selecting strategies, relying on native language strategies and social affective strategies; fourth, in 11 substrategies), There were significant differences in the use of grammar, inference, association, prediction, monitoring and evaluation strategies between the high listening achievement group and the low listening achievement group. Cognitive strategies and social affective strategies were significantly correlated with the achievement. However, their metacognitive strategies were not significantly correlated with their performance. Finally, on the whole, there is a significant correlation between listening strategies and fuzzy tolerance, to some extent, fuzzy tolerance will affect the use of listening strategies. The study found that the higher the fuzzy tolerance of the subjects, the more selective and flexible they were in using listening strategies, while for the students with low fuzzy tolerance, the frequency of listening strategies was similar, and they had a certain degree of blindness and randomness. Based on the above conclusions, the author puts forward the corresponding teaching suggestions: first, teachers and students should attach great importance to fuzzy tolerance; secondly, teachers should pay attention to cultivating students' metacognitive strategies to guide them to learn independently. Strengthen the use of cognitive strategies, improve listening level; guide students to use social affective strategies to reduce anxiety and improve listening efficiency; finally, in the listening strategy training process, taking into account the impact of fuzzy tolerance, comprehensive improvement of listening ability.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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