摘要
笔者随机抽取156名英语专业二年级学生为被试者,研究了外语歧义容忍度与不同外语学习任务间的关系。结果显示:(1)中、高歧义容忍度学生的总体学习成效、听写和阅读部分成效显著优于低歧义容忍度学生;(2)中歧义容忍度学生的写作部分成效显著优于低歧义容忍度学生;(3)中、高、低歧义容忍度学生的听力、完形和语法与词汇部分,不存在显著差异。研究结论是,歧义容忍度对外语学习总体成效有显著影响作用,并且其影响作用因目的语习得不同任务类型而存在差异。
The investigation studied the relationship of tolerance of ambiguity and foreign language learning in different tasks by using 156 random selected subjects.Results showed that students with high and middle degree of tolerance of ambiguity performed significantly better than those with low degree of tolerance of ambiguity in respect of the overall foreign language learning achievement,dictation and reading,and students with middle degree of tolerance of ambiguity performed significantly better than those with low degree of tolerance of ambiguity in respect of writing.In addition,no significant difference was found among the students with different degree of tolerance of ambiguity in respect of the other tasks like listening,cloze test,and grammar and vocabulary.Based on the results,it can be said that tolerance of ambiguity has a significant effect on foreign language learning which might be varied according to different language learning tasks.
出处
《北京第二外国语学院学报》
2011年第8期70-75,共6页
Journal of Beijing International Studies University
基金
河北省软科学研究计划项目"培养复合型英语人才的策略研究"(编号10457201D-16)研究成果之一
"上海外国语大学研究生科研基金项目:输入加工法的初始和迁移效应--语法习得的认知心理研究"部分研究成果
关键词
外语歧义容忍度
外语学习任务
外语学习成效
tolerance of ambiguity
foreign language learning tasks
foreign language learning achievement
