摘要
以某大学的298名非英语专业学生为研究对象,利用Ely的模糊容忍度调查量表(SLTAS)(1995)为主要测试工具,SPSS17.0统计软件分析得出:不同语言水平的英语学习者的模糊容忍度存在显著差异。高语言水平学习者的模糊容忍度比低语言水平学习者的模糊容忍度要高,在阅读、写作、口语、听力、语音、猜词意方面,高语言水平学习者的模糊容忍度明显高于低语言水平学习者。然而在语法、翻译和词汇方面没有发现显著差异。这就要求教师应不断调整自己的教学风格以适应不同学生的学习风格。
Subjects in this study were 298 non-English majors from XX University. The questionnaires of the Second LanguageTolerance of Ambiguity Scale （SLTAS） is the major instrument in this quantitative research. Then statistical analysis were conduc-ted with SPSS17. 0 software. High proficiency students differ significantly from low proficiency students in overall ambiguity tolerancewith the former being higher. Specifically, high proficient students are significantly more tolerant of ambiguity than low proficientstudents in reading, writing, listening, pronunciation, speaking and guessing meaning. There are no significant differences in TOAbetween high and low achievers in terms of grammar, translation and vocabulary development. The results suggest that Englishteachers should constantly adjust their teaching styles to match the students＇learning styles.
出处
《渭南师范学院学报》
2014年第8期66-68,共3页
Journal of Weinan Normal University
基金
中国基础教育英语教学研究资助金项目:中学英语问题情境创设的有效性研究(NBET1004)
湖南省教育科学"十二五"规划课题:非英语专业学生英语学习倦怠和动机的相关研究(XJK011CXL011)
关键词
模糊容忍度
语言水平差异
非英语专业
tolerance of ambiguity
differences by proficiency
non-English majors
