谈容忍度陕西省高中生模糊容忍度和英语成绩相关性

论文导读：度和英语成绩上是否有着差别以及探究模糊容忍度和英语成绩之间的相关性。此论文的探讨对象是陕西省镇安中学124名高三学生。探讨结论来源于课堂观察、访谈和问卷。课堂观察和访谈结果显示高中学生之间有着不同的模糊容忍度。本论文的作者利用了SPSS对问卷的数据进行了浅析得出结论，不同性别和学习努力程度不同的学生之间在模
摘要：模糊容忍度作为影响外语学习与习得的一种认知和情感因素对有效的外语学习和教学起着至关重要的作用。由此探讨模糊容忍度和英语学习之间的相关性是外语学习者和教师正确对待和理解模糊容忍度有着的关键。本探讨的目的是要了解陕西高中生的模糊容忍度情况；调查性别间和不同学习努力程度的学生在模糊容忍度和英语成绩上是否有着差别以及探究模糊容忍度和英语成绩之间的相关性。此论文的探讨对象是陕西省镇安中学124名高三学生。探讨结论来源于课堂观察、访谈和问卷。课堂观察和访谈结果显示高中学生之间有着不同的模糊容忍度。本论文的作者利用了SPSS对问卷的数据进行了浅析得出结论，不同性别和学习努力程度不同的学生之间在模糊容忍度和英语成绩方面都不有着显著差别，高中学生模糊容忍度和英语成绩之间呈显著性正相关联系并且具有中等模糊容忍度组的学生英语成绩高于较高和较低模糊容忍度组的学生成绩。关键词：模糊容忍度论文英语成绩论文语言学习论文相关性论文
本论文由www.7ctime.com,需要论文可以联系人员哦。ACKNOWLEDGEMENTS8-9
ABSTRACT9-10
摘要10-15
CHAPTER Ⅰ INTRODUCTION15-21

1.1 Background15-18

1.2 Purpose and Significance18-19

1.3 Layout of the Thesis19-21

CHAPTER Ⅱ LITERATURE REVIEW21-36

2.1 Tolerance of Ambiguity22-28

2.

1.1 Definitions22-24

2.

1.1 Ambiguity22-23

2.

1.2 Tolerance of Ambiguity23-24

2.

1.3 Intolerance of Ambiguity24

2.

1.2 Classifications of TOA Features24-25

2.

1.3 Three levels of TOA Function25-27

2.

1.4 Measurement of TOA27-28

2.2 The Effects of TOA/ITOA on Language Learning28-30
2.3 Representative Studies of Tolerance of Ambiguity and Achievements30-36
2.3.1 Representative Studies of TOA in Psychology30-32
2.3.2 Representative Studies of TOA and Language Achievements in SLA32-36
2.3.2.1 Overseas Representative Studies32-33
2.3.2.2 Domestic Representative Studies33-36
CHAPTER Ⅲ METHOD36-43

3.1 Research Questions36-37

3.2 Method37-41

3.

2.1 Subjects37

3.

2.2 Instruments37-41

3.

2.1 Classroom Observation37-38

3.

2.2 Interview38-39

3.

2.3 Questionnaire39

3.

2.4 Engpsh Mid-term Examination39-40

3.

2.5 SPSS 1

7.040-41

3.3 Procedures41

3.1 Pre-investigation41

3.2 Investigation41

3.4 Data Collection and Analysis41-43

CHAPTER Ⅳ RESULTS AND DISCUSSION43-60

4.1 Observation Results and Analysis43-44

4.2 Interview Results and Analysis44-46

4.3 Questionnaire Results and Analysis46-60
4.3.1 Clas论文导读：gpshScores53-564.3.5DifferencesinEngpshAchievementsamongtheThreeTOAGroups56-60CHAPTERⅤCONCLUSION60-675.1ASummaryoftheMajorFindings60-615.2PedagogicalImppcations61-655.2.1ImprovingLowLevelTOAStudents’AutonomousLearningAbipty615.2.2ApplyingCooperativeLearningtotheIm
sification of TOA Groups46-47
4.3.2 Differences in TOA and in Engpsh Achievements by Gender47-52
4.3.3 Differences in TOA and in Engpsh Achievements by Engpsh Learning Efforts52-53
4.3.4 Correlation between TOA Scores and Engpsh Scores53-56
4.3.5 Differences in Engpsh Achievements among the Three TOA Groups56-60
CHAPTER Ⅴ CONCLUSION60-67

5.1 A Summary of the Major Findings60-61

5.2 Pedagogical Imppcations61-65

5.2.1 Improving Low Level TOA Students’ Autonomous Learning Abipty61
5.2.2 Applying Cooperative Learning to the Improvement of Students’ TOA61-63
5.2.3 Reducing Anxiety and Creating a Relaxing Atmosphere63
5.2.4 Identifying the Level of Tolerance of Ambiguity and Designing Proper Tasks63-64
5.2.5 Improving Students’ Abipty to Accommodate Their Schema64-65
5.3 Limitations of the Study and Recommendations for Further Research65-67
5.

3.1 Limitations of the Study65

5.3.2 Recommendations for Further Research65-67
REFERENCES67-70
APPENDIX Ⅰ70-72
APPENDIX Ⅱ72-73
APPENDIX Ⅲ73