An Investigation On The Relationship Between Tolerance Of Ambiguity And English Writing Strategies Of Senior High School Students In Qiannan Area

In recent years,senior high school English education researchers have paid more and more attention to the individual differences of students,and language education scholars believe that tolerance of ambiguity,as a kind of learners’ cognitive style and personality traits,will affect students’ learning.Therefore,tolerance of ambiguity has gradually become one of the research focuses of high school education researchers at home and abroad.However,it has not been adequate for findings of the current research on the relationship between English tolerance of ambiguity and writing strategy,especially for the findings of the research on the relationship between the tolerance of ambiguity of English and writing strategy for senior high school students in Qiannan who feel very difficult in the writing process,which reflects that the teaching of English writing is poor.Therefore,it is fairly helpful to provide targeted suggestions for the teaching of English writing in senior high schools in Qiannan area.The researcher explored the relationship between the tolerance of ambiguity and English writing strategies of senior high school students in Qiannan area for the following purposes:(1)To investigate the current situation of senior high school students’ TOA of English writing and the condition of students’ tolerance of ambiguity in English writing of different genders.(2)To explore the current situation of senior high school students’ application of English writing strategies and the using of students’ English writing strategies of different genders.(3)To study the relationship between students’ TOA and the application in English writing strategies and the differences in choosing writing strategies among senior high school students with different levels of TOA.The researcher selected 670 high school second-year students from five high schools in Qiannan area as the research objects,and used quantitative research as the main research method with qualitative data as supplement to the quantitative results.During the research process,this research applied a questionnaire on tolerance of ambiguity based on that by Ely(1995)and another questionnaire on writing strategy by Wang(2008),and also a semi-structured interview outline compiled by the researcher.Finally,the researcher analyzed the collected data through SPSS 25.0,with the conclusions as follows:(1)Generally speaking,the tolerance of ambiguity in English writing of senior high school students in Qiannan area is at a medium level.The number of students with low and high tolerance of ambiguity is relatively small,and boys’ level of tolerance of ambiguity in English writing is higher than girls’.(2)The present situation of senior high school students’ use of English writing strategies in Qiannan area is “sometimes use”,which indicates that students are not good at using English writing strategies.Senior high school students in Qiannan area tend to use the three strategies,namely,metacognition,affection,and compensation,and they use meta-cognition strategies more and cognition strategies less.Boys are generally lower than girls in the level of using writing strategies.(3)The tolerance of ambiguity in English writing of high school students in Qiannan area is negatively correlated with English writing strategy.Moreover,students with different levels of tolerance of ambiguity use different writing strategies,and students with low tolerance of ambiguity use the three strategies of meta-cognition,cognition and compensation frequently.Finally,according to the research results,the researcher puts forward some suggestions for senior high school students’ English writing teaching in Qiannan area.(1)Teachers should try their best to train students to possess medium level of TOA,pay more attention to the writing teaching to the students with different degrees of tolerance of ambiguity and strengthen the guidance on the use of English writing strategies.And surely they should not ignore the gender-oriented writing teaching.(2)Teachers should strengthen the training of students’ use of English writing strategies,especially the application of cognitive strategies and try to improve the overall level of boys’ English writing strategies.(3)Teachers should design activities according to students’ TOA levels to train students’ application of English writing strategies.