A Study Of The Relationship Among College Students’ Tolerance Of Ambiguity,English Learning Strategy,and English Learning Achievement

From the previous studies,the field of second language acquisition has been enriched by learning strategies and tolerance ambiguity.This thesis hypothesizes that tolerance of ambiguity,language learning strategy and language learning achievement may have a kind of cor-relationship.The questions can be raised as what the relationship between non-English majors tolerance of ambiguity and their language learning strategies is?What is the relationship between tolerance of ambiguity and English achievement?What is the relationship between language learning strategy and English achievement?And what kind of relationship among these three aspects?The subjects are totally 150 students who were chosen randomly from four non-English majors of a university,using questionnaires as the tool.With the help of SPSS21.0,the data can be categorized into descriptive statistics,independent sample T-test,and correlation analysis.The main findings are follows:First of all,generally the tolerance of ambiguity level and language learning strategy of non-English majors’ is very low.What’s more,tolerance of ambiguity and language learning strategy has significant relationship.Specifically,meta-cognitive strategy,memory strategy and compensation strategy make big contribution to the relationship between tolerance of ambiguity and language learning strategy.Foreign language learning faces many unknown circumstances and there are ample of ambiguities during this process.So,the students have to be reminded by teachers all the time and the teacher must know how to help students reach a appropriate tolerance of ambiguity level and choose the useful strategies in order to increase their English learning efficiency and English learning achievement.