A Correlation Study On Tolerance Of Ambiguity, Senior High School Students’ English Learning Strategies, And Reading Achievement

As a concept, TOA (Tolerance of Ambiguity) was firstly put forward by Frenkel-Brunswik in the field of psychology in 1949. Later, some linguists introduced the concept to the field of second language acquisition. Based on the theoretical research concerning tolerance of ambiguity at home and abroad, and the data collected from 100 senior high school students, the present study focuses on the correlation analysis of tolerance of ambiguity, senior high school students’English learning strategies and reading achievement.The study proves that:1) generally speaking, the subjects of senior high school students have shown a low level of TOA in the process of English reading; 2) currently, senior high school students mainly adopt the compensation strategy, cognitive strategy and affective strategy in the reading process. Students with different levels of TOA may choose different learning strategies. High TOA students mainly choose compensation strategy, meta-cognitive strategy and affective strategy while low TOA students mainly tend to use compensation strategy, cognitive strategy and affective strategy. And through the analysis of correlation between TOA and learning strategies, we can find that there is a positive correlation between TOA and learning strategies, namely when TOA is higher, the use of learning strategies is more frequent and flexible; 3) a significant positive correlation exists between TOA and reading achievement, namely higher TOA, higher reading scores. Therefore, during the process of students’English reading, how to cultivate students’proper TOA and teach them to use effective reading strategies to improve their English reading level and English reading achievement is the main significance and the practice value of this study.