歧义容忍度与二语学习成绩的相关性研究  

A Study on the Correlation between Tolerance of Ambiguity and L2 Achievements

作　　者：刘文杰 许娟 

机构地区：[1]淮北理工学院教育学院,安徽 淮北

出　　处：《现代语言学》2024年第9期435-440,共6页Modern Linguistics

摘　　要：自1948年Frenkel-Brunswik提出歧义容忍度(TOA)以来,这一概念一直是二语习得领域国内外学者研究的热点。同时,TOA是第二语言学习和习得中的一个普遍现象。本研究以中国某双一流大学38名非英语专业研究生作为研究对象。此外,本研究采用了量化研究方法,即使用了Ely的第二语言歧义容忍度量表。二语学习成绩则以CET4的总分作为衡量标准。结果表明,研究生的总体水平处于中等水平,TOA水平与L2成绩(即CET4分数)之间存在正相关,这可能对第二语言学习和第二语言教学均有所启示。Tolerance of ambiguity (TOA) has long been a heated concept in second language acquisition among scholars from home and abroad since it was proposed by Frenkel-Brunswik in 1948. Meanwhile, TOA is a prevalent phenomenon in second language learning and acquisition. The study has 38 non-English major graduate students from one of China’s double first-class universities as subjects. Moreover, it adopts quantitative method, specifically, employing Second Language Tolerance of Ambiguity Scale from Ely. As for L2 achievement, total scores of CET4 serve as the measurement. The results show that the general situation of graduate students’ level is generally in the middle and a positively significant correlation rests between TOA level and L2 achievement, namely, CET4 scores, which may shed some light on the second language learning and second language teaching.

关 键 词：歧义容忍度 二语成绩 非英语专业研究生 

分 类 号：H31[语言文字—英语]