Literaturnachweis - Detailanzeige
Autor/inn/en | Li, Haishan; He, Qingshun |
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Titel | Ambiguity Tolerance and Perceptual Learning Styles of Chinese EFL Learners |
Quelle | In: English Language Teaching, 9 (2016) 6, S.213-222 (10 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1916-4742 |
Schlagwörter | Cognitive Style; English (Second Language); Individual Differences; Chinese; Reading; College Students; Graduate Students; Higher Education; Reading Comprehension; Vocational Education; Reading Strategies; Second Language Learning; Foreign Countries; Teaching Methods; Questionnaires; Ambiguity (Semantics); Correlation; Likert Scales; China Cognitive styles; Kognitiver Stil; English as second language; English; Second Language; Englisch als Zweitsprache; Individueller Unterschied; China; Chinesen; Leseprozess; Lesen; Collegestudent; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Leseverstehen; Ausbildung; Berufsbildung; Reading strategy; Leselernstufe; Lesetechnik; Zweitsprachenerwerb; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Korrelation; Likert-Skala |
Abstract | Ambiguity tolerance and perceptual learning styles are the two influential elements showing individual differences in EFL learning. This research is intended to explore the relationship between Chinese EFL learners' ambiguity tolerance and their preferred perceptual learning styles. The findings include (1) the learners are sensitive to English ambiguities and are more reliable on the tactile and kinesthetic learning styles than on visual and auditory styles, (2) most Chinese EFL learners have more than one learning style preferences, (3) significant gender difference exists in ambiguity tolerance, but not in perceptual learning style preferences, and (4) the four perceptual learning styles are significantly correlated with ambiguity tolerance and the auditory learning style would exert more influence on ambiguity tolerance than the visual, tactile and kinesthetic learning styles. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |