The Research On The Correlation Between Tolerance Of Ambiguity And Chinese Reading Achievements Of Intermediate Chinese Learners

Reading,as one types of knowledge acquisition,plays an important role in language learning.In the first contact with reading materials,language learners often come into contact with many unfamiliar subjects,strange sentences or new words.What kind of mental state will the learner experience in the face of this vague situation,whether this different vague situation will affect their language learning or not? This research takes intermediate Chinese learners of Shanghai Jiao Tong University as the research object,mainly to explore the following two questions: First,is there a significant difference in the tolerance of ambiguity in terms of age,gender and cultural background? Second,is there a correlation between the tolerance of ambiguity and the reading achievement of intermediate Chinese learners?In response to the above questions,this research used the questionnaire survey method to analyze the research on the tolerance of ambiguity of the subjects in the three individual factors of gender,age and cultural background,and found that there is no significant difference in the tolerance of ambiguity between Chinese learners of different ages and genders,but the tolerance of ambiguity shows the trend of age effect,and the tolerance of ambiguity decreases with age.In terms of cultural background,whether the learners are from Chinese families or not,there is no significant differences in the tolerance of ambiguity,but whether the learners come from the Chinese character culture circle or not,these people have an asymptotic significance differences at the tolerance of ambiguity.In addition,this research found that there is no significant correlation between the tolerance of ambiguity of intermediate Chinese learners and reading achievement.