第二语言学习中的模糊容忍分析

An Analysis of Tolerance of Ambiguity in Second Language Learning

在第二语言习得的过程中 ,英语学习者不可避免地要面对许多心理因素的困扰 ,特别是模糊容忍程度的高低往往能决定学习的最终效果。传统的观点认为模糊是指对词和句产生两种以上的不同理解 ,它阻碍学习者的正确学习 ;而认知心理学家却指出 ,外语学习过程就是从模糊到确定的逐步递进的过程 ,对模糊的容忍在语言学习过程中标志着认知的发展。针对这一现象 ,在具体分析英语学习者的认知学习风格、语言学习策略以及自我关注等因素的基础上 ,对模糊容忍与学习者之间的关系进行了阐述。结合当今中国大学英语教学现状 ,对大学生在英语学习中的模糊容忍性的各种变因进行了探讨、分析 ,并提出在英语教学中 ,要充分考虑模糊容忍性的平衡关系 ,从而提高学习效果。

In the second language learning, English learners have to face many unavoidable psychological problems, especially the tolerance of ambiguity which plays a vital role in the final result of learning. Traditionally, ambiguity, which means more than two kinds of understandings, is regarded to hindering a learner from making progress. However, based on the cognitive theory, the paper points out that language learning is a moving process from states of doubt and ambiguity to certainty and the tolerance of ambiguity is just the sign of language learning development. The paper also tries to analyze the causes of tolerance of ambiguity from cognitive learning style, learners' strategies and self-concern factors. According to the English teaching conditions in China, the balance of tolerance of ambiguity is proposed in order to gain the ideal learning.