Study On Tolerance Of Ambiguity In English Reading And Its Correlation With English Reading Strategy Utilizations

Reading is an important component in foreign language teaching. The essence of English learning is the process of information receiving and processing. Abundant reading is the major access of information receiving. Therefore, English reading performance is of great importance in successful English learning. Both English reading strategy and tolerance of ambiguity work in improving English reading proficiency. Plenty researches reveal that adoption of English reading strategy is closely related to English reading performance. However, there are few studies on tolerance of ambiguity in English reading and its correlation with English reading strategy adoption. Most of English teachers from middle school don’t have a clear outlook of it as well, which undoubtly will debilitate students’ English reading proficiency. Moreover, it also goes against the requirements of English reading proficiency in the New Curriculum. Against this backdrop, this paper investigates middle school student for a comprehensive outlook of their tolerance of ambiguity and English reading strategy situations. Furthermore, the author puts forward practical suggestions for English reading teaching and learning in middle school.The author adopts both quantitative and qualitative methods to survey the relationships between TOA in English reading and ERS utilization. The subjects of study are120students from Xing’an Middle School. This study adopts two revised questionnaires:Questionnaire1—English Reading Strategy Inventory and Questionnaire2—Tolerance of Ambiguity Scale in English Reading Strategy. The latitude of English Reading Strategy Inventory includes metacognitive strategy, cognitive strategy, social/affective strategy. The latitude of Tolerance of Ambiguity Scale in English Reading Strategy includes the tolerance of ambituity in unfarmiliar situation, the tolerance of ambituity in complicated situation, the tolerance of ambituity in contradictory situation. The author employs SPSS (Statistical Package for the Social Sciences)13.0to process the data.The research will answer the following questions:(1) What is the general tolerance of ambiguity condition of high school students’in English reading?(2) What is the general condition of high school students’English reading strategy utilization?(3) What is the relationship between TOA levels and ERS utilization in middle school students’ English reading?(4) Does students’tolerance of ambiguity degrees differ with gender? If yes, what are the differences?Research results reveal that:(1) Over60percent students in Xing’an Middle School are endowed with a high level of TOA. There are no obvious differences between high TOA students and low TOA students in adopting metacognitive strategies;(2) Students with high TOA make more use of cognitive strategies and social/affective strategies than low TOA students;(3) Middle school English teachers must have a clearer outlook of TOA and ERS. Moreover, English teachers should cultivate student appropriate TOA level, thus improving students’reading proficiency;(4) There is no obvious TOA difference between male and female students. Based on research results, the author puts forward several practical suggestions:(1) Middle school English teachers and students should have a comprehensive understanding of English reading strategy and tolerance of ambiguity;(2) Middle school English teachers should teach students English reading strategy sematically. Moreover, teachers should improve students’tolerance of ambiguity appropriately and so forth.