模糊容忍度与英语写作成绩和策略的相关研究

Correlation Studies on Tolerance of Ambiguity,Writing Performance and Writing Strategies

模糊容忍度是学习者在二语学习过程中,面对陌生、模糊的语言现象或违背与自己的认知体系的信息时所表现出来的接受程度。以某大学的360名非英语专业学生为研究对象,利用Ely的模糊容忍度调查问卷(SLTAS)(1995)、自编的写作学习策略调查问卷为主要测试工具,SPSS17.0统计软件分析得出:模糊容忍度和写作成绩之间不存在显著相关,中等的模糊容忍度比高模糊容忍度和低模糊容忍度的成绩要高。高模糊容忍度的学习者倾向使用记忆策略和元认知策略,中等模糊容忍度的学习者倾向使用情感策略,低模糊容忍度倾向使用认知策略、补偿策略和社交策略。

Tolerance of ambiguity is learners＇ acceptance degree facing strange fuzzy, the phenomenon of language or the cognitive system against their own the information in learning process. Subjects in this study were 360 non--English ma- jors from XX University, the questionnaires of the Second Language Tolerance of Ambiguity Scale （SLTAS） and EFL Writing Strategy Scale （EFLWSS） are the major instruments in this quantitative research. Then statistical analyses were conducted with SPSS17. 0 software. There was no significant correlation between tolerance of ambiguity and writing per- formance. The students with the middle level of TOA gain higher writing scores than those with high TOA and low TOA. High TOA learners tend to use memory strategies, metacognitive strategies. Middle TOA learners tend to use af- fective strategies. Low TOA learners tend to use cognitive strategies, compensation strategies and social strategies.