国家哲学社会科学学术期刊数据库 National social sciences Datab 多鼓励少纠错,提高其阅读信心和积极性。对歧义容此同时,关于模糊容忍度和阅读理解的课题,还需深 忍过高的学习者,教师对其要进行合理范围的干涉和入解决一些问题,教师如何有效引导学生降低焦虑水 调控,防止其将错误的词汇、语法、语义和语用内在平,如何有效指导学习者正确对待阅读中的复杂语言 化,造成学习者语言敏感度和准确性的缺乏。(2)学现象、文化现象,如何引导学生运用适当的阅读策略 习者要树立积极地心态,以此面对阅读中的各种复杂等都是值得进一步探讨的问题。 语言现象。学习者可以通过歧义容忍度量表,自测自 身的容忍能力水平。在阅读过程中,采用多种阅读策 略和技巧,例如细节阅读,词义猜测,近义词比较等,参考文献: 以此来降低阅读中的困难。阅读时,保持乐观积极的 [1]张庆宗外语学与教的心理学原理[M].北京:外语教 心态,自信对待和适度容忍阅读过程中遇到的复杂语 学与研究出版社,2010. 言及文化现象。总之,教师要根据学生的具体情况 [2] Budner S. Intolerance of ambiguity as a personality 帮助学生降低焦虑水平,减少甚至消除畏惧心理,利 ariable [J]. Journal of Personality, 1962 (30) 用不同的途径和策略,帮助学习者把歧义容忍度调控 在一个合理的范围。积极探索,把各种阅读策略和学 [3] Norton, R W. Measurement of ambiguity tolerance [J 习策略,融入到阅读教学中,逐步提高教学效果和学 Journal of Personality Assessment, 1975(39) 习者的阅读能力 607-619 结语 [4] Ely, Christopher Tolerance of Ambiguity and the 文章通过定性和定量相结合的方式,探究语言模 Teaching of ESL [M ]//Reid, Joy. Learning Styles 糊容忍度与高职英语学习者阅读理解水平的相关性 in the ESL/EFL Classroom. Beijing: Foreign 研究说明,提高模糊容忍度在一定程度上有助于提高 Language Teaching and Research Press, 2002 二语学习者的阅读理解水平。本研究结果对优化英语5Elis. The Study of Second Language Acquisition 阅读教学过程,提升教学效能有一定的帮助,同 [M. London: Oxford University Press, 1994 为英语阅读教师教学和科研提供一点借鉴和参考。与 The Correlation between ambiguity Tolerance and the english Reading level of Higher Vocational College Students ZHANG Jing (Department of Basic Education, Fuyang Vocational and Technical College, Fuyang 236031, Anhui) Abstract: Based upon the empirical research method, this study intends to study the correlation between ambiguity tolerance and the English reading level of Higher Vocational College students. The study shows that:(a) the levels of ToA of most students in vocational colleges stay in the moderate degree; there are few ones with very high or very low levels;(b) there is a significant difference in TOA between the high-level readers and the low-level readers;()in general, the tOa has a significant positive correlation with English reading level; ( d) In the view of TOA of three different level, the high-level TOA has a significant positive correlation with English reading level, the moderate TOA has no correlation with English reading level, the low-level TOA has significant positive correlation with English reading level Key words: ambiguity tolerance; English reading; correlation 国家哲学社会科学学术期刊数据库 National social sciences Data多鼓励少纠错，提高其阅读信心和积极性。对歧义容 忍过高的学习者，教师对其要进行合理范围的干涉和 调控，防止其将错误的词汇、语法、语义和语用内在 化，造成学习者语言敏感度和准确性的缺乏。（2 ) 学 习者要树立积极地心态，以此面对阅读中的各种复杂 语言现象。学习者可以通过歧义容忍度量表，自测自 身的容忍能力水平。在阅读过程中，采用多种阅读策 略和技巧，例如细节阅读，词义猜测，近义词比较等, 以此来降低阅读中的困难。阅读时，保持乐观积极的 心态，自信对待和适度容忍阅读过程中遇到的复杂语 言及文化现象。总之，教师要根据学生的具体情况， 帮助学生降低焦虑水平，减少甚至消除畏惧心理，利 用不同的途径和策略，帮助学习者把歧义容忍度调控 在一个合理的范围。积极探索，把各种阅读策略和学 习策略，融入到阅读教学中，逐步提高教学效果和学 习者的阅读能力。 结 语 文章通过定性和定量相结合的方式，探究语言模 糊容忍度与高职英语学习者阅读理解水平的相关性。 研究说明，提高模糊容忍度在一定程度上有助于提高 二语学习者的阅读理解水平。本研究结果对优化英语 阅读教学过程，提升教学效能有一定的帮助，同时， 为英语阅读教师教学和科研提供一点借鉴和参考。与 此同时，关于模糊容忍度和阅读理解的课题，还需深 入解决一些问题，教师如何有效引导学生降低焦虑水 平，如何有效指导学习者正确对待阅读中的复杂语言 现象、文化现象，如何引导学生运用适当的阅读策略 等都是值得进一步探讨的问题。 参考文献： [ 1 ] 张 庆 宗 .外 语 学 与 教 的 心 理 学 原 理 [M ] . 北京：外语教 学与研究出版社，2010. [2] Budner S. Intolerance of ambiguity as a personality variable [J]. Journal of Personality, 1962(30): 29-50. [3] Norton, R .W . Measurement of ambiguity tolerance [J]. Journal of Personality Assessment, 1975(39): 607-619. [4] Ely, Christopher. Tolerance of Ambiguity and the Teaching of ESL [M ] //Reid , Joy. Learning Styles in the ESL/EFL Classroom. Beijing: Foreign Language Teaching and Research Press, 2002. [5] Ellis R . The Study of Second Language Acquisition [M ]. London: Oxford University Press, 1994. The Correlation between Am biguity Tolerance and the English Reading Level of H igher Vocational College Students ZHANG Jing (Department of Basic Education, Fuyang Vocational and Technical College, Fuyang 236031, Anhui) Abstract: Based upon the empirical research method， this study intends to study the correlation between ambiguity tolerance and the English reading level of Higher Vocational College students. The study shows that: (a) the levels of TOAof most students in vocational colleges stay in the moderate degree; there are few ones with very high or very low levels; (b) there is a significant difference in TOA between the high-level readers and the low-level readers; (c) in general, the TOA has a significant positive correlation with English reading level; (d) In the view of TOA of three different level, the high-level TOA has a significant positive correlation with English reading level, the moderate TOA has no correlation with English reading level, the low-level TOA has a significant positive correlation with English reading level. Key words: ambiguity tolerance; English reading; correlation -78-