模糊容忍型语言学习风格的心理再现及认知分析

A Psychological Revelation and Cognitive Analysis of Tolerance of Ambiguity as a Learning Style

模糊容忍度作为一种学习风格和认知方式属于学生的个体差异,学生的个体差异是外语教师所面临的最普遍、最棘手的问题之一。通过学习者的书面调查报告,从外语习得的角度对模糊容忍度这一认知方式进行心理学探究,探讨心理因素对语言机制的干扰,并通过模糊容忍度心理表征的确立来推动外语教师对该概念的心理学认识,针对学生的学习心理和认知风格等个体差异提高大学英语教学效果,使外语教学研究实现从如何教到如何学的重心转移。

Tolerance of ambiguity as a cognitive learning style can be classified as learners＇ individual differences,which is one of the most difficult issues for foreign language teachers. Through learners＇ written reports, this study makes a psychological probation on tolerance of ambiguity from the perspective of foreign language acquisition, trying to reveal the kind of interference on language learning mechanism. By establishing the psychological characteristics of tolerance of ambiguity, the study tries to improve the teachers＇ awareness of this cognitive style to shift their study focus from teaching to learning, improving the teaching effect according to learners＇ psychological process and learning styles.