高中生英语歧义容忍度与听力策略使用的相关性探讨

e is 36 and theone in each item is 3,both of which were used to help describe individuals’EAT in HanTongtong’s research.Specifically,the mean of the whole questionnaire smaller than 36 or theone of various dimensions smaller than 3 indicates lower EAT.And the former bigger than 36or the latter bigger than 3 pertains to higher EAT,which depends on the distance from themean to the median score.In this case,the present study carried out descriptive statistics andsingle sample t-test to figure out the overall status quo of subjects’EAT.The result ispresented in Table 5.1.

Chapter Six Conclusion

6.1 Major Findings

The present study aims at investigating the correlation between senior high schoolstudents’EAT and the use of listening strategies.A mix of quantitative and qualitativemethodology was utilized.And the major findings are presented as follows:

First,for the status quo of senior high school students’EAT,their EAT reaches under themiddle level in general and in different aspects of English learning,including reading,listening,speaking,writing,grammar and vocabulary.Also,for different grades of students’EAT,the EAT of both grade one and grade two students is under the medium level while theone of grade three students reaches the intermediate level.

Second,for the status quo of the application of listening strategies among learners in thesenior high school,they use listening strategies at the moderate frequency on average and indifferent dimensions.Besides,among different categories of listening strategies,compensation strategies are used most frequently while affective strategies least frequently.As for the situation in different grades,three grades of senior high school students also applylistening strategies at the medium frequency.

Third,significant differences exist in different grades of senior high school students’EAT.Specifically,it is significant that grade three students have a higher level of EAT than gradeone and grade two students.

reference(omitted)