焦虑、模糊容忍度和阅读理解的相互关系研究

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ABSTRACT

The thesis reports an empirical research ，in which 109 freshmen of non-English

majors in Shangdong University for Technology (SDUT) were chosen as its subjects.

The purpose of the current investigation mainly lies in twofold: first, to examine the

relationships among anxiety, ambiguity tolerance and overall reading comprehension,

second, to investigate the effects of difficulty degrees of reading tasks on the

correlations between anxiety/ambiguity tolerance and students’ performance.

This investigation employed three scales to collect information on the 109 students’

degrees of English test anxiety, of ambiguity tolerance and their performance in reading

tasks. After that, statistical analyses were conducted with SPSS (Statistical Package for

Social Science), Version 11.0. Major steps of statistical analyses were as follows:

1. Estimate the validity of English Test Anxiety Scale (ETAS) and the reading

comprehension test through Pearson’s Product-moment correlation coefficients;

examine the value of Alpha of all the scales used in the study to test their reliability.

2. Describe the general results of the investigation with mean and standard

deviation; analyze the different degrees of ambiguity tolerance which students show

in using various language skills or in diverse situations.

3. Reveal the relationships among anxiety, ambiguity tolerance and overall

reading comprehension with Pearson’s product-moment correlation coefficients.

4. Explore the effects of difficulty degrees of reading tasks on the correlations

between anxiety/ambiguity tolerance and students’ performance by calculating and

comparing their Pearson’s product-moment correlation coefficients.

Based on the literature available and the statistical analyses mentioned above, the

paper mainly obtained the following conclusions:

1. The tolerance of ambiguity that the students show in reading is higher than

that in speaking and writing; but differences in ambiguity tolerance are not apparent

between reading and other skills and learning situations discussed.

2. English test anxiety, ambiguity tolerance and overall reading

comprehension are significantly correlated to one another. Anxiety has a negative

effect on students’ performance in reading while ambiguity tolerance is positively

related to their performance. Also, anxiety and ambiguity tolerance are negatively

correlated at a high significance level.

3. Difficulty degrees of reading tasks have some influence on the correlations

between anxiety/ambiguity tolerance and students’ performance in the tasks. The

pattern of effects on the correlations is not a linear one (i.e. it is not the case that the

more difficult the task is, the stronger is the correlation), but like a triangle (or part

of a parabola), that is, significant correlation occurs only within certain range of

difficulty degrees, and at certain point of difficulty degree, the correlation

coefficient reaches the summit. Divided by this top point, correlation coefficient

increases in one part and decreases in the other part as the degree of difficulty rises.

The present study can contribute to theory development in foreign/second language

acquisition, and it is of considerable significance in Chinese practical college English

teaching. The method used in the research can also be applied to similar studies of other

foreign languages.

Key Word: anxiety, ambiguity tolerance, reading comprehension

摘要

本篇论文报告了对山东理工大学非英语专业一年级学生所做的一次实证研究，

其目的在于考察焦虑、模糊容忍度与阅读理解的关系，同时研究难度这一因素对

焦虑与阅读成绩、模糊容忍度与阅读成绩的关系所产生的影响。

本研究采用了三个不同的量表分别收集了１０９名学生的英语测试焦虑、模糊

容忍度以及阅读成绩的有关情况，然后利用社会科学统计软件包 SPSS（１１．０

版本）对所得的原始数据进行处理与分析，主要的统计步骤如下：

1) 通过皮尔逊积差相关系数，估计英语测试焦虑量表（English Test

Anxiety Scale）与阅读考试试卷的效度；利用信度测试，检查本研究所采用的

诸量表的 Alpha 值，以此决定由量表获取的原始数据是否具有研究价值。

2) 使用描述性统计量－主要是平均数和标准差－描述量表测试结果和阅

读考试各分项成绩的总体情况，然后分析学生在不同语言技能和情形下所表现

出的模糊容忍度的差异。

3) 通过皮尔逊积差相关系数，揭示焦虑、模糊容忍度与阅读理解总成绩

的关系。

4) 获取阅读理解考试总成绩以及各分项成绩与英语测试焦虑/模糊容忍

度的皮尔逊积差相关系数，分析难度因素对其相关关系的影响。

在已有文献的基础上，通过以上统计手段，本文得出以下主要结论：

1) 与说写表达时表现出的模糊容忍度相比，中国大学生在阅读中的模糊

容忍度较高；但是，当对该容忍度与其他语言技能和情形下的模糊容忍度进行

比较时，并未发现明显差别。

2) 英语测试焦虑、模糊容忍度和阅读理解总成绩之间呈两两显著相关。

其中，焦虑与阅读成绩、焦虑与模糊容忍度之间呈显著负相关；模糊容忍度与

阅读成绩之间呈显著正相关。

3) 难度因素对阅读成绩和焦虑／模糊容忍度之间的关系有影响，其影响

模式并非呈简单的线性态势，即并非题目越难，相关系数越高，而是呈现三角

形态（或抛物线形状），即其相关关系只在一定难度范围内有意义，并且在某

一难度点上达到最高绝对值。以此为界限，在一侧，相关关系随难度的增加而

增强，在另一侧，相关关系随难度的增加而减弱。

本文对外语习得研究具有参考意义，对国内的英语教学与研究有一定的现实指

导意义。同时，其研究方法也可应用于其他语种的类似研究。

关键词：焦虑模糊容忍度阅读理解

List of Abbreviations

F/SL ----- Foreign or Second Language

L1------- first/native language

L2 ------- second Language

FL ----- foreign language

EFL ----- English as foreign language

SLA ------ second language acquisition

SDUT ------ Shandong University for Technology

EVTA ------ Expectancy-Value Theory of Anxiety

ETAS ------- English Test Anxiety Scale

SLTAS ------ Second Language Tolerance of Ambiguity Scale

FCAS ------- French Class Anxiety Scale

SDQ ------- specific detail questions

IIQ --------- implied idea questions

All Qs ------- all the questions

SD -------- standard deviation

MCQs ------- multiple choice questions

N -------- number of cases

CET-4 ------- College English Test---Band Four

CET-6 ------ College English Test---Band Six

GRE ------ Graduate Record Examinations

GMAT ------ Graduate Management Admission Test

TOEFL ------ Test of English as a Foreign Language

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CONTENTS

ACKNOWLEDGEMENTS

ENGLISH ABSTRACT

CHINESE ABSTRACT

LIST OF ABBRIVEATIONS

INTRODUCTION ...........................................................................................................1

CHAPTER ONE BACKGROUND OF THE RESEARCH ........................................3

§1.1.ANXIETY ................................................................................................................ 3

§1.1.1.General Theories of Anxiety: Self-efficacy and Appraisal ............................. 3

§1.1.2.State, Trait, and Situation-specific Anxiety .................................................... 3

§1.1.3.Some Factors Causing Situational Anxiety in F/SL Learning ........................ 4

§1.1.4.Effects of Anxiety on F/SL Language Learning ............................................. 6

§1.1.4.1.Some Studies of the Effects of Anxiety on F/SL Learning ...................... 6

§1.1.4.2.Debilitating and Facilitating Anxiety ....................................................... 7

§1.1.4.3.Interpretation of the Effects of Anxiety on F/SL Learning .......................8

§1.2.AMBIGUITY TOLERANCE ........................................................................................ 9

§1.2.1.Definition of Ambiguity Tolerance/Intolerance .............................................. 9

§1.2.2.Ambiguity Tolerance/Intolerance in Language Learning .............................10

§1.2.3.Views on Relations of Anxiety to Ambiguity (Tolerance) in F/SL Learning 13

§1.3.READING COMPREHENSION ................................................................................. 13

§1.3.1.Reading Process ............................................................................................ 13

§1.3.2.Reading Skills ............................................................................................... 14

§1.3.3.Methods to Test Reading Comprehension .................................................... 16

§1.3.4.Types of Reading Comprehension Questions ............................................... 18

CHAPTER TWO DESIGN OF THE RESEARCH ...................................................20

§2.1.RESEARCH ISSUES ................................................................................................20

§2.2.SUBJECTS ............................................................................................................. 20

§2.3.RESEARCH INSTRUMENTS .................................................................................... 21

§2.3.1.Measurement of Anxiety ...............................................................................21

§2.3.1.1.Method Chosen to Test Anxiety ............................................................. 21

§2.3.1.2.Design of the English Test Anxiety Questionnaire .................................22

§2.3.2.Measurement of Ambiguity Tolerance ..........................................................23

§2.3.3.Testing of Reading Comprehension ..............................................................24

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§2.3.4.Validity and Reliability of the Instruments ................................................... 25

§2.4.PROCEDURES AND TEST SCORING ....................................................................... 26

CHAPTER THREE RESULT OF THE RESEARCH .............................................. 28

§3.1.RESEARCH QUESTION ONE .................................................................................. 28

§3.2.RESEARCH QUESTION TWO ..................................................................................32

§3.3.RESEARCH QUESTION THREE ...............................................................................35

§3.4.RESEARCH QUESTION FOUR ................................................................................ 37

CHAPTER FOUR CONCLUSIONS .......................................................................... 42

§4.1.SUMMARY OF THE FINDINGS DERIVED ................................................................. 42

§4.2.LIMITATIONS OF THE PRESENT RESEARCH ...........................................................43

§4.3.SUGGESTIONS FOR FURTHER RESEARCH ..............................................................44

APPENDIX I QUESTIONNAIRES USED IN THE RESEARCH .......................... 47

APPENDIX II READING COMPREHENSION TEST ............................................50

BIBLIOGRAPHY ......................................................................................................... 54

在读期间发表论文....………………………………………………………………… 57

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摘要：

iiiABSTRACTThethesisreportsanempiricalresearch，inwhich109freshmenofnon-EnglishmajorsinShangdongUniversityforTechnology(SDUT)werechosenasitssubjects.Thepurposeofthecurrentinvestigationmainlyliesintwofold:first,toexaminetherelationshipsamonganxiety,ambiguitytoleranceandoverallreadingcomprehension,seco...

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