歧义容忍度的分类及其与外语水平的关系

Categories of Ambiguity Tolerance and Their Relationship with EFL Proficiency

本文采用定量和定性研究相结合的方法,从语言学习信息加工、语言技能和语言知识三个维度,考察中国大学生外语学习歧义容忍度的分类及其与外语水平的关系。结果显示大学生外语学习输出歧义容忍度低于输入歧义容忍度,词汇歧义容忍度低于语法歧义容忍度。输入歧义容忍度、听力歧义容忍度和阅读歧义容忍度与外语水平呈显著正相关,但口语歧义容忍度与外语水平呈显著负相关;外语水平高低分组学生在上述4种歧义容忍度上存在显著差异。

Employing both quantitative and qualitative methods, this study categorizes Chinese college students＇ ambiguity tolerance （AT） from 3 perspectives of information processing, language skills and language knowledge. Further statistical analyses indicate that the subjects＇ output AT is lower than input AT and that word AT is lower than grammar AT. And the subjects＇ input AT, listening AT and reading AT are significantly positively correlated with their English proficiency while their speaking AT has a significant negative correlation with the English proficiency. Moreover, there are significant differences in the above four ATs between low, and high English proficiency groups.