高中生模糊容忍度、听力策略与听力成绩的相关性研究

发布时间：2018-08-27 20:33

【摘要】：随着二语习得研究的深入,研究的重点从关注教师的“教”转移到关注学生的“学”上来。学生学习成效的差异很大程度上取决于学生的个体差异。在对学生个体差异的研究中,模糊容忍度作为一种人格特质和认知风格,已成为外语教育领域的一个研究热点。本研究通过探讨高中生模糊容忍度与听力策略、听力成绩之间的相关性,旨在找出提高学生听力成绩的方法。本研究的研究对象是90名来自武汉第十四中学的高一学生。研究方法包括描述性分析,以及皮尔逊相关性分析。本研究需要的数据通过三个研究工具得来：Ely的第二语言模糊容忍度量表,听力策略问卷和一份2015年湖北省英语高考卷的听力真题。本研究采用SPSS 19.0(社会科学统计软件包)分析所得数据。研究结果如下：1、在本研究中,高中生表现出中等偏低程度的模糊容忍度,很少学生表现出极高或极低水平的模糊容忍度。2、学生的模糊容忍度与英语听力成绩之间存在显著正相关。高模糊容忍度组的听力成绩显著高于低模糊容忍度组。3、模糊容忍度影响学生英语听力策略的使用。高容忍度的学生能够灵活、频繁地使用各个策略。然而,模糊容忍度较低的学生不太擅长选择有益于英语学习的策略来辅助自己的学习。本研究为高中生的歧义容忍度、听力策略使用与听力成绩之间的相关性提供了一些研究经验和参考,为高中教师和学生提供了一些关于英语听力教学的启示。此外,本研究还就自身局限性进行了讨论,并对进一步的研究提出了一些建议。
[Abstract]:With the development of second language acquisition, the focus of the research has shifted from teachers' teaching to students' learning. The difference of student's learning effect depends on the student's individual difference to a great extent. As a kind of personality trait and cognitive style, fuzzy tolerance has become a hot topic in the field of foreign language education. In order to find out the ways to improve students' listening performance, this study explored the correlation between fuzzy tolerance, listening strategies and listening achievement of senior high school students. The subjects of this study are 90 senior high school students from Wuhan No. 14 Middle School. The research methods include descriptive analysis and Pearson correlation analysis. The data needed in this study were obtained by using three research tools: Ely's second language Fuzzy tolerance scale, listening Strategy questionnaire, and an authentic listening question in the 2015 Hubei College entrance examination. In this study, SPSS 19.0 (Social Science Statistical package) was used to analyze the data. The results are as follows: 1. In this study, high school students showed moderate low degree of fuzzy tolerance. Very few students showed very high or very low level of fuzzy tolerance. There was a significant positive correlation between students' fuzzy tolerance and English listening achievement. The listening performance of the high fuzzy tolerance group was significantly higher than that of the low fuzzy tolerance group. Fuzzy tolerance affected the use of English listening strategies. Students with high tolerance can use various strategies flexibly and frequently. However, students with low fuzzy tolerance are not very good at choosing strategies beneficial to English learning to assist their learning. This study provides some experience and reference for senior high school students in terms of their tolerance of ambiguity, the correlation between listening strategy use and listening achievement, and provides some enlightenment on English listening teaching for senior high school teachers and students. In addition, the limitations of this study are also discussed, and some suggestions for further study are put forward.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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