Ambiguity Tolerance and Perceptual Learning Styles of Chinese EFL Learners

Autor/inn/en	Li, Haishan; He, Qingshun
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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