An Empirical Research On The Influence Of The Tolerance Of English Listening Ambiguity On Listening Comprehension Of Senior Three Middle School Students

Tolerance of ambiguity,as one of the learning styles,has always been paid attention to by scholars and experts at home and abroad.While,listening teaching occupies an important position in foreign language teaching.At present,there are more or less problems in high school English listening teaching.Most teachers continue the constant listening teaching model of "playing recordings---doing exercises---correcting answers".When students carry out listening training in a single mode,it is easy for them to lose their motivation to learn listening gradually,resulting in rejection psychology,and they cannot improve their listening performance naturally.Therefore,how to improve the listening level of high school students has become a topic worthy of discussion.Listening comprehension is a process of processing and constructing the received complex information.In this process,the speech changes that in the listening materials caused by continuous reading,weak reading,speaking speed,accent,etc.,which will cause learners to fall into ambiguous situations.In the past few decades,although domestic and foreign experts have conducted research on ambiguity tolerance and English listening teaching from different perspectives,and have made certain achievements,the research objects are mainly college students;from the perspective of research content,the research mainly focuses on the discussion of the relationship between macro English learning and ambiguity tolerance,while there are fewer studies on the relationship between specific listening teaching and ambiguity tolerance.Based on this,this research studies the correlation between the tolerance of ambiguity of English listening and the level of listening cognition for senior high school students,and puts forward effective suggestions for improving the teaching effect of senior high school English listening.In view of this,this research attempts to explore the following three questions:1.What is the correlation between the ambiguity tolerance of high school students and listening comprehension level?2.After ambiguity tolerance training,what are the differences in the development of listening comprehension level between high and low levels of ambiguity tolerance?In this study,121 students from the third grade of Zhenhua Middle School in Baoji City,Shaanxi Province were selected as the research objects.The data obtained were subjected to descriptive analysis,correlation analysis and independent sample T test through SPSS.It explores correlation between the ambiguity of high school students’ English listening and English listening level,and the following conclusions were drawn:1.There is a significant correlation between the ambiguity tolerance of high school students and their listening comprehension level.That is,the higher the level of ambiguity tolerance is,the higher the student’s listening comprehension level will be.2.By comparing the differences in the development of the listening level of learners with high and low levels of ambiguity tolerance in the experimental group,it is found that compared with high-level ambiguity-tolerant listeners,ambiguity tolerance training is more effective in improving the listening level of low tolerance of ambiguity listeners.