容忍度,关于模糊容忍度与高中语法习得情况调查

：语言的模糊性是广泛有着的,任何语言都做到绝对精确。英语学习是复杂的,对的英语学习者来说,会碰到各样的模糊情境和不确定性。模糊性在英语语法学习中,就更为显著了。如英语重形合,而汉语重意合;英语中动词的时态变化,冠词和单复数等;英语重物称,常无生命词作主语,所以多用被动句,且不动作的执行者;汉语重人称,习惯用表示人或物的词作主语,是以句的形式出现。这些都给的英语学习者造成了困难,但不同的学习者在处理这些不足时,的容忍是不同的,的处理方式也不同。模糊容忍度被引入到二语习得中后,越来越受到和。国内有关模糊容忍度的探讨了进展,但探讨还广泛。教学论文数模糊容忍度和语言教学的探讨在课堂实证探讨;探讨者旨在探讨模糊容忍度与教学的的联系,并试图探究教学对策,但其他如语法的探讨还鲜有人涉及。本调查的调查为146名普通高中高三文理科学生。搜集数据的策略是问卷调查,其他策略如课堂观察和个例采访也被运用在该调查中,以更的信息。旨在调查其模糊容忍的和语法习得情况,浅析模糊容忍度与性别因素、文理分科因素语法习得情况的联系,以而为语法学习及教学新视角。在已有论述文献和统计浅析软件SPSS 13.0对数据浅析的上,了:,高中学生的模糊容忍度呈正态分布,上模糊容忍度中等;,高中学生论文格式范文的语法习得呈正态分布,上语法习得中偏;,男女生在听说读写各的模糊容忍度有着差别,女生比男生在听说读写各的容忍度更高;,文理科学生在听说读写各的模糊容忍度不有着差别;第五,模糊容忍度与语法习得情况有着的正联系。既有论述作用又能对语法学习和教学启迪。当然限于探讨者个人能力科研条件,本调查避开有着之处,有待更深入探讨来改善。词：模糊容忍度语法习得性别文理分科联系
由www.618jyw.com整理,联系人员哦。5-6Abstract6-11Chapter 1 Introduction11-141.1 The Background of the Investigation11-121.2 The Significance of the Investigation12-14Chapter 2 The Related Literature Review14-222.1 Tolerance of Ambiguity in Language Learning14-162.2 Studies on Grammar Acquisition16-192.3 Studies on the Relationship of Tolerance of Ambiguity and Language Learning19-202.4 A Summary of the Literature Review20-22Chapter 3 Methodology22-273.1 Research Questions223.2 Hypotheses22-233.3 Participants23-243.4 Measurement Instruments and Methods24-253.5 Study Procedures25-273.5.1 A Pilot Study25-263.5.2 Data Collecting and Analysis26-27Chapter 4 Results27-434.1 Level of Tolerance of Ambiguity in Senior High Schools27-294.2 Level of Grammar Acquisition in Senior High schools29-314.3 Relationship between Tolerance of Ambiguity and Gender31-334.4 Relationship between Tolerance of Ambiguity and Major33-364.5 Relationship between Tolerance of Ambiguity and Grammar Acquisition36-404.6 A Summary of the Results40-43Chapter 5 Discussion43-505.1 Middle Tolerance of Ambiguity in Senior High Schools435.2 Low Grammar Acquisition in Senior High Schools43-445.3 Gender-related Differences on Tolerance of Ambiguity44-465.4 Major-related Differences on Tolerance of Ambiguity46-475.5 Positive Correlation between Tolerance of Ambiguity and Grammar Acquisition47-50Conclusion50-53References53-56Appendix A56-57Appendix B57-65Appendix 中文65-68Acknowledgements68