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非英语专业学生的歧义容忍度和语言学习策略研究 [2]

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-02-18编辑:lgg点击率:5394

论文字数:38569论文编号:org201602171305023922语种:英语 English地区:中国价格:$ 66

关键词:英语教学法论文非英语专业大学生歧义容忍度语言学习策略

摘要:本文是英语教学法论文,本文的目的在于调查中国非英语专业大学生的歧义容忍度和语言学习策略使用的概况及探索二者的关系,发现他们在英语学习过程中普遍存在的问题,然后找到合适的策略来解决这些问题。

pecific English learning tasks and adjust their teaching methods so thattheir teaching can be in keeping with students’ individual differences.
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Chapter 2 Literature Review


2.1 Tolerance of Ambiguity
The concept of tolerance of ambiguity is firstly cited in American psychologist,Frenkel- Brunswik’s research. Frenkel- Brunswik presents a comprehensive treatmentof ambiguity as an emotive and sensorial personality variable and defines intoleranceof ambiguity as “ a tendency to resort to black-white solutions, to arrive at prematureclosure as to valuative aspects, often at the neglect of reality, and to seek forunqualified and unambiguous overall acceptance and rejection of otherpeople”(Frenkel- Brunswik, 1949: 115). She(1949) adds that a person with lowtolerance of ambiguity is reluctant to think in terms of probabilities, prefers to avoidambiguous stimuli and to escape into whatever seems concrete.Later, many experts in psychological domain have begun to study tolerance ofambiguity in the field of psychology. All of them have defined tolerance of ambiguityfrom different angles. Definitions which are commonly accepted are given byBudner(1962), Norton(1975) and Maclain(1993). Budner (1962) views the ability oftolerance of ambiguity as a steady tendency or personality variable and gives adefinition to tolerance of ambiguity as “the tendency to perceive ambiguous situationsas desirable” and to intolerance of ambiguity as “ a tendency to perceive (i.e. Interpret)ambiguous situations as sources of threat” (Budner, 1962: 29). In Budner’s(1962)view, there are three types of ambiguous situations: a) a fully strange situation inwhich no familiar cues exists; b) complicated situations in which a great number ofcues should be taken into account; c) contradictory situations in which manycontradictory components exist and imply different structures. In short, ambiguoussituations can be characterized by newness, intricacy or insolubility. Norton’sdefinition puts emphasis on ambiguous situations. By reviewing the previous researchon tolerance of ambiguity in the psychological domain, Norton provides a moreextensive description of tolerance of ambiguity, which specifies eight categories thatdefine the meaning of ambiguous situations, they are as follows: a) multiple meanings:there are at least two meanings; b) vaugeness, incompleteness: parts of the wholewere missing; c) as a probability: a stimulus could be analyzed as a function of someprobabilities; d) incompact: those which has no apparent organization or only partialorganization; e) lack of information: a situation without information or with very littleinformation; f) uncertainty: a situation of indeterminacy is established in one’s mind;g) inconsistencies, contradictions, contraries: those which entailed discrepantinformation; h) unclear: any situations perceived as unclear. While others definetolerance of ambiguity as reactions.
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2.2 Language Learning Strategies
The word “strategy” originates from the ancient Greek term “strategie”, whichmeans “the generalship or the art of war” (Oxford, 1990:7). Later, the concept ofstrategy has been predominant in education, has got a new meaning and has beenshifted into learning strategies. Language learning strategies (LLS) research beginswith Aron Carton’s (1966) The Method of Inference in Foreign Language Study. Theconcept of LLS has been further expande论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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