初一学生模糊容忍度与英语成绩相关性研究
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-10-05编辑:lgg点击率:4920
论文字数:38596论文编号:org201709292031219080语种:英语 English地区:中国价格:$ 66
关键词:英语毕业论文模糊容忍度英语成绩相关关系
摘要:本文是英语毕业论文,本文重点研究了模糊和7年级学生的英语成绩的耐受性的关系。目前,研究人员已经探讨了不断一但几乎都参加,大学和初中生为研究对象。有对初中生歧义的耐受性研究少。
1. Introduction
1.1 Background of the Research
English, as a global language, is becoming more and more popular and important inthese days. It is not only a tool which is used for the people’s communication who are fromthe different parts of the world, but also an essential part of one’s career development. InChina, English is learned as a compulsory lesson. But it may be found that although studentslearn English in the same environment and use the same resource under the guidance of thesame teacher, and their English proficiency levels are quite different. And then, what kind offactors may cause this? Should the teachers alone be responsible for this? Do the individualdifferences account for this? All these questions draw my attention to my study to the fieldsthat have something relevant to the individual differences.With the deeply researches on the second language acquisition and English teachingstrategies dimensions, as second language acquisition variables, individual differences andemotional factors have gained much attention. Ba Hongbin (2012) said more and moreresearchers realize that the outputs of the language acquisition are not only related to theinputs and teaching methods of the teachers, but also have a connection between learners’interest, hobby, personality, age, motivation and so on. Tolerance of ambiguity is an importantpart of individual differences. Tolerance of ambiguity (hereinafter referred to as TOA), hasbecome one of the most concerned issues.TOA, in some aspects, also called ambiguity tolerance, firstly occurred in thepsychological field. Furnham and Ribchester (1995) defined it as a way that how a singleperson or a group of people perceive or process the vague circumstances when they face aseries of unfamiliar, complex or conflict cues. As time goes by, some researchers use it in thefield of second language acquisition; and Brown (2002) gave it a definition that it refers to theacceptance levels of the language learners when they encounter with the totally new conceptswhich are quite different from their mother language. That is to say, when it is talked in theforeign language learning, TOA can be decried as the acceptance levels of single learnerswhen they meet some language knowledge or some sentence structures that are never seen intheir mother language.
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1.2 Purpose and Significance of this Study
In this study, this
thesis focuses on the relationship between the tolerance of ambiguityand the English achievements of students in Grade 7. At present, researchers have made manyefforts to explore TOA, but almost all of them take the university and junior high schoolstudents as the subjects. There are few studies on the tolerance of ambiguity of junior highschool students. The junior high school students are our hope and future in our country. AndEnglish, as a compulsory course in our nation, is very beneficial and crucial for students’development. If we know the relationship between the tolerance of ambiguity and thestudents’ English achievements, it would be convenient for our teachers to improve teaching
methodology. Therefore, this present study intends to explore the relationship between TOAand students’ English achievements in the junior high school with the theoretic foundation ofthe second language acquisition.At the end of this study, the thesis wishes to have a general understanding of the students’TOA and their individual differences by making a
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