歧义容忍度对高中生外语学习成绩的影响机制

The Influence Mechanism of Ambiguity Tolerance on Senior High School Students’ Foreign Language Learning Performance

摘要: 结合情感过滤理论，探究歧义容忍度对高中生外语学习成绩的影响机制。在云南某高中整群抽取在校生245名，采用歧义容忍度问卷(SLTAS)和外语课堂焦虑量表(FLCAS)进行测试。结果显示，1) 外语课堂焦虑在歧义容忍度影响高中生外语学习成绩的过程中起着完全中介作用；2) 歧义容忍度不能通过课堂发言焦虑和负面评价焦虑影响外语学习成绩，但能通过课堂考试焦虑和一般性焦虑影响外语学习成绩，且两条路径的中介效应大小无显著差异。结论：教师在外语教学中应主动排解学生的焦虑情绪，以课堂发言和课堂互动等综合评价方式取代高强度的课堂考试。

Abstract: Based on the theory of affective filtering, this paper explores the influence mechanism of ambiguity tolerance on senior high school students’ foreign language learning performance. 245 students were selected from a high school in Yunnan province, and Second Language Tolerance of Ambiguity Scale (SLTAS) and Foreign Language Classroom Anxiety Scale (FLCAS) were used for the test. Results show that 1) Foreign Language Classroom Anxiety plays a complete mediating role in the process of ambiguity tolerance affecting senior high school students’ foreign language learning performance. 2) Ambiguity tolerance cannot affect foreign language learning performance through classroom speaking anxiety and negative evaluation anxiety, but can affect foreign language learning performance through classroom examination anxiety and general anxiety, and there is no significant difference in the mediating effect between the two paths. Conclusions: teachers should take the initiative to relieve students’ anxiety in foreign language teaching and replace high-intensity classroom tests with comprehensive evaluation methods such as classroom speaking and classroom interaction.