外语阅读焦虑在歧义容忍度与英语阅读成绩之间的中介作用研究 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-11-15编辑:lgg点击率:7024
论文字数:39745论文编号:org201711151926595522语种:英语 English地区:中国价格:$ 66
关键词:英语阅读论文外语阅读焦虑英语阅读成绩中介作用
摘要:本文是英语阅读论文,本研究的主要目的是探讨外语阅读焦虑的差异以及学生的英语阅读成绩在不同层次的TOA,和中介作用,外语阅读焦虑对TOA的影响中国高中学生英语阅读。
lish reading holds an important part in theEnglish-learning of Chinese high school students. So it is necessary to do such aresearch regarding them as the research subjects. On the basis of those findingsachieved with college students, the present study attempts to probe into therelationship among TOA, FL reading anxiety and English reading achievement insenior high school students.
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Chapter 2 Literature Review
The second chapter will review definite concepts, major findings or claims andrelevant studies on the three variables concerning tolerance of ambiguity, foreignlanguage reading anxiety and English reading. It will present a conceptual frameworkassociated with research questions of the present study.
2.1 Tolerance of ambiguity
One of the early
References to tolerance of ambiguity (TOA) was published in theAmerican Psychologist in 1948. Frenkel-Brunswik (1948) testified it briefly in a studywith 100 adults and 200 Californians aging from 9 to 14 and argued for TOA to beconceived of as “a gernal personality variable relevant to basic social orientation”(Frenkel-Brunswik, 1948:268). In her paper issued in 1949, she defined intolerance ofambiguity as an “emotional and perceptual personality variable” (Frenkel-Brunswik,1949:108). It is clear that she was “influenced by the work of Jaensch (1938) whoseearly psychophysical and perceptual work influenced many other researchers’assumptions”(Furnham &Ribchester, 1995:180). Frenkel-Brunswik (1951) arrangedmany behavioural dispositions of TOA, which may have attracted many researchers todo such studies in this area. Her definition of TOA was generated by case studymaterials gleaned from interviewees on high or low TOA levels. So “she argued thattolerance of ambiguity generalises to the various aspects of emotional and cognitivestyle, belief and attitude systems, interpersonal and social functioning and problemsolving behavior” (Furnham & Ribchester, 1995:180). Afterwards, TOA has attractedlots of researchers to do relevant studies over the last 60 years. The concept of TOA“has gone through changes since its conception in 1948” (Furnham, A. & Marks, J,2013: 725), and many foreign researchers except for Frenkel-Brunswik have proposedtheir own conclusions or definitions of TOA.
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2.2 Foreign language reading anxiety
Before foreign language (FL) reading anxiety is discussed, foreign language (FL)anxiety should be mentioned first. Actually anxiety is a psychological factor which isconnected with feelings such as fear, apprehension and uneasiness. FL anxiety usuallyhappens when a language learner is working at a foreign language, especially in theforeign language classroom. Thus FL anxiety can be defined as “the fear orapprehension occurring when a learner is expected to perform in the second or foreignlanguage” (Gardner and Maclntyre, 1991:112). Furthermore, the three distinctclassifications of FL anxiety were identified by Gardner and Maclntyre as stateanxiety, situation specific anxiety and trait anxiety. Trait anxiety was illuminatedas general personality traits, state anxiety as an emotional state,and situation specific anxiety as forms of anxiety within a given situation, whichmight better explain FL anxiety’s nature from the perspective of the specificsituation.Horwitz and Cope (1986) first proposed the concept of FL anxiety anddefined it a
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