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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2012-11-05编辑:hynh1021点击率:9407
论文字数:21600论文编号:org201210202155448760语种:英语 English地区:中国价格:$ 66
关键词:Tolerance of AmbiguityReading Comprehension AchievementCognitive Style
摘要:Ambiguity is one of the inherent characteristics of natural language and exists widely in humanlanguage. There is no doubt that English makes no exceptions. In the complicated process of Englishlearning, learners are not only confronted with the ambiguities of English language itself, but also theambiguities or uncertainties due to the non-total correspondence between English and Chinese in theirpronunciation, vocabulary, grammar, meaning, pragmatics, culture and so on. Therefore, learners must owna certain degree of tolerance of ambiguity when absorbing and dealing with English information.
5.3 Limitations of this research
In the language learning area, and particular in the realm of cognitive styles or learning styles, a blendof qualitative and quantitative research is very valuable, because the qualitative research offers morepenetrating insights into the readers’ mind, without which some important points may be ignored.Nevertheless, the questionnaire was the only tool for the present research. Therefore, it is advisable toconduct the experiment with various research methods, such as interview, classroom observation, verbalreport, diaries and computer tracking.The subjects of this study were merely confined to Grade 2 of English majors in Henan NormalUniversity. Hence, it would be better to include students from various universities or different grades ordifferent majors to increase the external validity of the experiment. And a bigger sample (only 92participants involved in this study) is preferable in the further research.There are a number of valid and reliable instrument to measure individual’s tolerance of ambiguity orintolerance of ambiguity. Such as Budner’s Scale of Tolerance – Intolerance of Ambiguity; Nutt’s Scale ofTolerance/ Intolerance Ambiguity and so on. However, in this study, as for the measurement of individual’stolerance or intolerance, Ely’s Second Language Tolerance of Ambiguity Scale (SLTAS) was solelyemployed, hence it is feasible to try some other instruments to measure TOA/ITOA in the further research,which will greatly enrich the research on tolerance of ambiguity.The reading comprehension test of this study adopted from TEM-4 Model Test in 2002 andMultiple-Choice questions were the only question types, so it must bear some disadvantages and the studywas also restrained by it, therefore, it is advisable to design a more comprehensive test paper (coveringmore question types) to increase its reliability and validity.
5.4 Suggestions for further research
In the present study, though tentative answers have been offered to a number of questions, many aninteresting issues in this under-explored field still remain unclear and seem to be worth examining closelyand investigating in depth:⑴ Follow-up research is needed to discover the TOA differences between proficient and ineffectivereaders.⑵ Follow-up research is needed to investigate the relationship between TOA and other languagelearning tasks, such as listening, speaking and writing.⑶ Follow-up research is needed to study the other individual differences, cognitive styles andstrategy preferences of different learners.⑷ Follow-up research is needed to find the ways to improve learners’ tolerance of ambiguity andovercome the learners’ cognitive blocks.⑸ Follow-up research is needed to discover the influence of teachers’ cognitive styles on learners’learning outcomes.⑹ Follow-up research is needed to find more approaches to improve reading ability and readingcomprehension achievement from other perspectives, such as reading, testing, biology and psychology,