A Study On The Correlation Among English Reading Tolerance Of Ambiguity,Reading Strategies And Reading Achievements Of Senior High School Students

In the process of reading,learners are often influenced by various factors to produce ambiguity and uncertainty,which causes nervousness and anxiety,and has a negative impacts on their reading comprehension.Therefore,learners need to actively use reading strategies to help them understand the text.As a cognitive style,English reading tolerance of ambiguity also affects the use of reading strategies.However,the author from the literature review finds that the present study in our country on the correlation among senior high school students’ English reading tolerance of ambiguity,reading strategies and reading achievements is insufficient.Therefore,the author conducts an empirical study on the correlation among the tolerance of ambiguity in English reading,reading strategies and reading achievements of senior high school students,aiming at helping them improve their the tolerance of ambiguity in English reading,master effective reading strategies and improve their reading achievements.The study chooses 276 senior high school students of Grade 2 from a school in Quanzhou,Fujian Province as the subjects in order to explore the following questions:1.What is the level of high school students’ English reading tolerance of ambiguity ? 2.What is the level of high school students’ frequency of using reading strategies? 3.Is there a correlation among high school students’ English reading tolerance of ambiguity,reading strategies and reading achievements? If there is,what is the correlation among them?Based on the statistics and analysis of the data,this study draws the following conclusions: 1.The high school students’ English reading tolerance of ambiguity is at a medium level(m=2.555).In addition,the complex situation of English reading tolerance of ambiguity is the lowest(m=2.987),and the insolubility situation is the highest(m=1.782).2.The overall frequency of high school students’ using English learning strategies is at a medium level(m=2.988).Besides,the most frequent use is the reading meta-cognitive strategies(m=3.048),and the least frequent use is the reading social emotionalstrategies(m=2.552).3.There is a positive correlation among high school students’ English reading tolerance of ambiguity,reading strategies and reading achievements.And the correlation between English reading tolerance of ambiguity and reading strategies is positive(r=0.456).The correlation between English reading tolerance of ambiguity and reading achievements is also positive(r=0.318).In addition,the correlation between reading strategies and reading achievements is positive(r=0.398).Furthermore,English reading tolerance of ambiguity and reading strategies,which can predict reading achievements,have a direct impact on it.Finally,the author puts forward the suggestions from the prospective of teachers and students in order to increase their attention to reading tolerance of ambiguity and reading strategies,which guides students to choose appropriate reading strategies in ambiguity situations so that they better understand reading and improve reading achievements.