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

Reading,as an important part of target language learning,naturally encounters ambiguity situation.Reading Tolerance of Ambiguity(TOA)is one part of the learning strategies,which is related to reading achievements and reading strategies.Therefore,this study explores the correlation on learners’ TOA in English reading and reading achievements and reading strategies through Affective Filter Hypothesis,Cognition Style and Think-aloud Protocols.Specific research topics are:Question 1.What is the current situation of high school students’ level of TOA?Question 2.Is there any correlation between high school students’ TOA and their reading achievements? If any,is it positive or negative?Question 3.Is there any correlation between the TOA level of high school students and their reading strategies? If any,is it positive or negative?In order to probe the three questions,this research adopts a combination of quantitative research and qualitative research.In this research,150 senior high school students from Xifeng High School are separately conducted questionnaires,reading tests and interviews.According to the data obtained from the results,this paper utilizes statistical methods such as Descriptive Analysis,Pearson Correlation Coefficient Analysis and Multiple Regression Analysis to make statistics on the above the data.The results of this study are as follows: First,the overall English reading TOA of the tested high school students is at a moderate level,and a very small number of them have extremely high or low English reading TOA levels.Secondly,English reading TOA is significantly positively correlated with reading achievements.The English reading TOA in different dimensions has a significantly predictive effect on reading performance.Third,there is a positive correlation between high school students’ English reading TOA and reading strategies.Therefore,the meaningful point of this thesis is that teachers should not only be aware of the students’ current level of TOA but teach varied reading strategies and skills in a target manner.