歧义容忍度对中国中学生听力策略的影响
Tolerance of ambiguity (TOA) in English language teaching is one of the individual differences in influencing learning outcomes. The reason which will inevitably lead to the phenomenon of ambiguity is that there is a great difference in culture, pronunciation, and spelling between Chinese and English. Facing the ambiguous phenomenon, students’ selecting appropriate strategies will effect on their learning outcomes. Therefore, it is necessary to analyze learner’s degree of tolerance ambiguity and its impact on the language learning strategies. Based on Ely’ S and Budner’ S theory of TOA, The study made a research on high school students overall level of tolerance of ambiguity and its relations to English listening strategies. According to the investigation, we find that ender difference has nothing to do with TOA, listening strategies and test scores; test scores are close associated with listening strategies and TOA; listening strategies and TOA have positive correlation. On the basis of the findings, we can say TOA plays an important role in English listening. Therefore, teachers should consciously help students cultivate their moderate TOA so as to guide them find effective listening strategies to improve their listening.
Key words: tolerance of ambiguity; listening strategies; listening proficiency; correlation
摘要：歧义容忍度是在英语语言教学是影响学习结果的个体差异之一。在英语学习中不可避免地导致歧义现象的原因是中英文之间在文化,发音和拼写等方面有着巨大的差异。面对模棱两可的现象, 学生选择适当的策略将会影响他们的学习成果。 因此, 分析学习者的歧义容忍度及其语言学习策略很有必要。本文基于Ely和Budner的理论的调查研究高中学生的整体歧义容忍水平以及它对英语听力策略选择的关系。研究发现：性别与听力策略，成绩以及歧义容忍度不相关；成绩与听力策略，歧义容忍度显著相关；听力策略和歧义容忍度显著相关。由此可见，歧义容忍度在英语听力中扮演着重要角色，因此，教师在教学活动中要有意识的提高学生的歧义容忍度，并引导他们选择有效的听力策略。
关键字：歧义容忍度， 听力策略，听力水平，相互关系
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