英专本科生模糊容忍与阅读焦虑的相关性研究

发布时间：2023-02-22 18:07

　　近年来,作为认知因素之一的模糊容忍度和作为情感因素之一的外语阅读焦虑引起了国内外学者的广泛关注。然而,尽管学者们分别对这两者做过很多研究,关于模糊容忍度和外语阅读焦虑的相关研究还很少。本文通过调查问卷和半结构化访谈的方式,探讨英语专业大学生的英语模糊容忍程度与其阅读焦虑的关系,旨在帮助学生有效地缓解英语阅读焦虑。本研究以140名英语专业大学生为调查对象,使用《外语阅读模糊容忍度量表》和《外语阅读焦虑量表》分别对调查对象进行调查,同时也调查性别、年级是否会引起模糊容忍度和阅读焦虑水平的差异,收集的数据由SPSS 22.0来进行处理。研究结果表明:1)英语专业大学生模糊容忍度中等偏低。男女生在模糊容忍度上不存在显著差异。低年级和高年级学生在模糊容忍度上存在显著差异,低年级学生的模糊容忍度明显低于高年级学生。2)英语专业大学生的整体阅读焦虑处于中等偏高水平,他们的阅读焦虑主要源于文化背景知识缺乏、阅读能力不足、阅读材料难度大、缺乏阅读自信和缺乏阅读兴趣这五个因素。男女生在阅读焦虑上不存在显著性别差异。低年级和高年级学生在阅读焦虑水平上存在显著差异,低年级学生阅读焦虑明显高于高年级学生,特别表...

【文章页数】：84 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
摘要
ABSTRACT
Chapter One INTRODUCTION
    1.1 Research Background
    1.2 Significance of the Present Research
    1.3 Layout of the Thesis
Chapter Two LITERATURE REVIEW
    2.1 Theoretical Framework of the Present Study
        2.1.1 Krashen’s Affective Filter Hypothesis
        2.1.2 Ego Boundary Theory
    2.2 Tolerance of Ambiguity(TOA)
        2.2.1 Definitions of TOA
        2.2.2 Measurements of TOA
        2.2.3 Major Studies on TOA in FL Reading Field
    2.3 Foreign Language Reading Anxiety(FLRA)
        2.3.1 Foreign Learning Anxiety(FLA)
        2.3.2 Definitions and Measurement of FLRA
        2.3.3 Major Studies on FLRA
    2.4 Research on the Relationship between TOA and FLRA
    2.5 Summary of Previous Research
Chapter Three METHODOLOGY
    3.1 Research Questions
    3.2 Respondents
    3.3 Research Instruments
        3.3.1 Foreign Language Tolerance of Ambiguity in Reading Scale(FLTARS)
        3.3.2 Foreign Language Reading Anxiety Scale(FLRAS)
        3.3.3 SPSS 22.0
        3.3.4 Semi-structured Interview
    3.4 Pilot Study
    3.5 Data Collection
    3.6 Data Analysis
Chapter Four RESULTS AND DISCUSSION
    4.1 The Results of TOA
        4.1.1 TOA Level of Chinese English Majors
        4.1.2 Results of Different Items of TOA
        4.1.3 TOA across Gender
        4.1.4 Differences of TOA between the Lower and Higher Grades
    4.2 The Results of ERA
        4.2.1 ERA Level of Chinese English Majors
        4.2.2 English Reading Anxiety Factors
        4.2.3 ERA across Gender
        4.2.4 Differences of ERA between the Lower and Higher Grades
    4.3 Relationship between English Majors’TOA and ERA
        4.3.1 Correlation Results
        4.3.2 Regression Results
        4.3.3 Discussion on the Relationship between TOA and ERA
Chapter Five CONCLUSION
    5.1 Major Findings
    5.2 Pedagogical Applications
    5.3 Limitations
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
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