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
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。
Abstract: 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.
文章引用：刘文杰, 许娟. 歧义容忍度与二语学习成绩的相关性研究[J]. 现代语言学, 2024, 12(9): 435-440. https://doi.org/10.12677/ml.2024.129808

参考文献

[1] Brown, H.D. (2002) Principle of Language Learning and Teaching. Foreign Language Teaching and Research Press.
[2] Frenkel-Brunswik, E. (1949) Intolerance of Ambiguity as an Emotional and Perceptual Personality Variable. Journal of Personality, 18, 108-143. [Google Scholar] [CrossRef] 
[3] Stanley Budner, N.Y. (1962) Intolerance of Ambiguity as a Personality Variable1. Journal of Personality, 30, 29-50. [Google Scholar] [CrossRef] [PubMed]
[4] Naiman, N., Frohlich, H.S. and Todesco, A. (1978) The Good Language Learner. The Ontario Institute for Studies in Education.
[5] Chapelle, C. and Roberts, C. (1986) Ambiguity Tolerance and Field Independence as Predictors of Proficiency in English as a Second Language. Language Learning, 36, 27-45. [Google Scholar] [CrossRef] 
[6] Mclain, D.L. (1993) The Mstat-I: A New Measure of an Individual’s Tolerance for Ambiguity. Educational and Psychological Measurement, 53, 183-189. [Google Scholar] [CrossRef] 
[7] Grace, C. (2013) Personality Type, Tolerance of Ambiguity, and Vocabulary Retention in Call. CALICO Journal, 15, 19-45. [Google Scholar] [CrossRef] 
[8] 文秋芳, 王海啸. 学习者因素与大学英语四级考试成绩的关系[J]. 外语教学与研究, 1996(4): 33-39, 80.
[9] 殷燕. “歧义容忍度”影响英语学习对课堂英语教学的启迪[J]. 外语界, 2005(4): 58-61.
[10] 张素敏, 王桂平. 焦虑在歧义容忍度与英语学习成绩之间的中介作用分析[J]. 心理发展与教育学院学报, 2006, 22(4): 64-67.
[11] 周英. 歧义容忍度对英语专业学生听力理解的影响[J]. 解放军外国语学院学报, 2000, 23(4): 75-78.
[12] 刘富强, 孙建奎. 模糊容忍度对外语阅读理解的影响研究[J]. 山东理工大学学报(社会科学版), 2005, 21(6): 100-103.
[13] Ely, C.M. (1995) Tolerance of Ambiguity and the Teaching of ESL. In: Reid, J.M., Ed., Learning Styles in the ESL/EFL Classroom, Foreign Language Teaching and Research Press, 87-96.
[14] 郭继东. 歧义容忍度的分类及其与外语水平的关系[J]. 中国外语, 2013, 10(3): 75-81, 111.
[15] Lou, Y., Xu, P., Liu, H. and Wei, X. (2015) A Study of the Correlation between Non-English-Majored Graduates’ Scores of College English Test 6 and Tolerance of Ambiguity. Creative Education, 6, 2169-2173. [Google Scholar] [CrossRef]