外語(yǔ)學(xué)習(xí)過(guò)程中,學(xué)習(xí)者的成敗受很多因素的影響,其中作為認(rèn)知因素的模糊容忍度和作為情感因素的焦慮近年來(lái)受到很多國(guó)內(nèi)外語(yǔ)言研究者的關(guān)注。研究者們從眾多不同角度對(duì)焦慮和模糊容忍度進(jìn)行研究。眾多研究表明,焦慮因素是影響二語(yǔ)習(xí)得成功與否的關(guān)鍵因素之一,并且成功的外語(yǔ)學(xué)習(xí)者需要適度的模糊容忍度。然而,通過(guò)調(diào)查國(guó)內(nèi)外文獻(xiàn)發(fā)現(xiàn)許多研究只是簡(jiǎn)單地探尋了模糊容忍度或焦慮與英語(yǔ)聽(tīng)說(shuō)讀寫(xiě)方面的關(guān)系,很少研究調(diào)查了模糊容忍度與焦慮之間的聯(lián)系以及這兩個(gè)變量對(duì)英語(yǔ)成績(jī)產(chǎn)生的影響。因此,本文旨在探究模糊容忍度和英語(yǔ)學(xué)習(xí)焦慮以及英語(yǔ)成績(jī)之間的相關(guān)性。本研究調(diào)查了昆明一所高職高專(zhuān)院校的238名一年級(jí)非英語(yǔ)專(zhuān)業(yè)學(xué)生,采用定量與定性相結(jié)合的研究方法,通過(guò)兩份量表分別調(diào)查了學(xué)生的模糊容忍度和外語(yǔ)學(xué)習(xí)焦慮的水平。問(wèn)卷結(jié)束后,選取10名受試者進(jìn)行訪談并對(duì)訪談結(jié)果進(jìn)行分析。本研究的數(shù)據(jù)還包括受試者的大學(xué)英語(yǔ)三級(jí)A級(jí)標(biāo)準(zhǔn)化的考試成績(jī)。收集的數(shù)據(jù)使用Excel和SPSS23.0軟件進(jìn)行了分析處理。本研究的結(jié)果表明:1)受試的高職高專(zhuān)學(xué)生在英語(yǔ)學(xué)習(xí)過(guò)程中的模糊容忍度總體水平處于偏低的狀態(tài)且焦慮程度較高;2)不同性別的學(xué)生在模糊容忍度與外語(yǔ)學(xué)...

【文章頁(yè)數(shù)】：69 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviation
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Introduction
    2.2 Theoretical Framework
        2.2.1 Krashen’s Affective Filter Hypothesis
        2.2.2 Tolerance of Ambiguity
        2.2.3 Language Learning Anxiety
    2.3 Research on Tolerance of Ambiguity
        2.3.1 Measurement of Tolerance of Ambiguity
        2.3.2 Previous Studies of Tolerance of Ambiguity in Second LanguageLearning at home and abroad
    2.4 Research on Foreign Language Learning Anxiety
        2.4.1 The Classification of Anxiety and Foreign Language Learning Anxiety
        2.4.2 The Studies of Foreign Language Learning Anxiety at Home andAbroad
    2.5 The Studies on the Correlation between Tolerance of Ambiguity and ForeignLanguage Learning Anxiety
    2.6 Summary
Chapter Three Methodology
    3.1 Introduction
    3.2 Research Questions
    3.3 Subjects
    3.4 Instruments
        3.4.1 Second Language Tolerance of Ambiguity Scale
        3.4.2 Foreign Language Classroom Anxiety Scale
        3.4.3 Practical English Test for Colleges
        3.4.4 Interview
    3.5 Procedures of Data Collection
    3.6 Data Analysis
    3.7 Summary
Chapter Four Results and Discussions
    4.1 Introduction
    4.2 Results of Data Analysis
        4.2.1 Research Question1
        4.2.2 Research Question2
        4.2.3 Research Question3
        4.2.4 Research Question4
    4.3 Interview Analysis
    4.4 Discussion
    4.5 Summary
Chapter Five Conclusion
    5.1 Introduction
    5.2 Main Findings of the Study
    5.3 Implications of the Study
    5.4 Limitations of the Study and Suggestions for Future Research
    5.5 Summary
References
Appendix A
Appendix B
Appendix C
Appendix D



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