An Investigation Into Effects Of Ambiguity Tolerance On High School Students' Use Of English Reading Strategies

As a learning style, ambiguity tolerance displays a vital effect on students' language achievement and learning strategies. Extensive research has indicated that learners with higher ambiguity tolerance had a better performance in their general language learning, and that there was a positive correlation between ambiguity tolerance and performance of English reading, listening, writing and speaking. Besides, many researchers have also revealed that learners' ambiguity tolerance influence their use of learning strategies and that learners who are more tolerant of ambiguity can use different learning strategies for different tasks.Though many researches have been conducted to examine the relationship between ambiguity tolerance and language proficiency and learning strategies, only a few researchers have conducted studies to explore the relationship between ambiguity tolerance and the use of English reading strategies. Therefore, the present study attempted to explore the effects of high school students' ambiguity tolerance on their use of English reading strategies. It aimed to find out whether there was any significant relationship between senior high school students' ambiguity tolerance and their overall use of English reading strategy. Next, it explored whether there was any significant relationship between senior high school students' ambiguity tolerance and their use of English reading strategies by categories. Finally, it compared the use of reading strategies by senior high school students with high ambiguity tolerance, moderate ambiguity tolerance and low ambiguity tolerance.On the basis of the data analysis, this study revealed a number of major findings. First, the subjects in this study showed a moderate level of ambiguity tolerance(Mean=38.246) and the subjects' overall use of reading strategy was at medium level(Mean=2.78). There was a significant positive correlation between senior high students' ambiguity tolerance and their overall use of English reading strategy(r=0.427). Next, the study found that there was a significant positive correlation between subjects' ambiguity tolerance and their cognitive reading strategy use. Besides, the correlations between students' ambiguity tolerance and their use of metacognitive reading strategies and social/affective reading strategies were rather weak. Finally, the students with high ambiguity tolerance degree had a better performance in their use of overall English reading strategies compared to those with moderate and low AT degrees. Additionally, they applied more cognitive strategies, the metacognitive strategies and the social/affective strategies than their peers.Based on the findings above, several pedagogical implications for English teaching and learning are offered. First of all, English Teachers should help students improve their awareness of ambiguity tolerance and design effective classroom activities to adjust students' ambiguity tolerance in a beneficial level. Secondly, teachers are suggested to give their students a direct and systematic instruction on how to use reading strategy, especially on the method of using metacognitive and social/affective strategies. Finally, teachers should help their students adjust their ambiguity tolerance in the process of reading and encourage them to face ambiguity appropriately.