A Correlative Study On The English Reading Tolerance Of Ambiguity And English Reading Strategies Of Junior Middle School Students

Reading is a complex cognitive process in language learning,and its effect has a certain relationship with tolerance of ambiguity.Studies have shown that having a certain degree of tolerance of ambiguity can help learners effectively deal with unfamiliar and ambiguous language phenomena in the process of reading,and improve the reading effect.During the reading process,one factor closely related to tolerance of ambiguity is reading strategy.Learners who can use reading strategies well tend to have higher reading efficiency.In the field of second language acquisition,there are many studies on tolerance of ambiguity and learning strategies,covering listening,writing,vocabulary,speaking,reading and grammar.However,there are relatively few studies on reading tolerance of ambiguity and reading strategies.In addition,most of the existing relevant studies focus on college students,but less attention is paid to junior middle school students in the basic learning stage.Therefore,this study aims to explore the correlation between English reading tolerance of ambiguity and English reading strategies of junior middle school students.The specific research questions are as follows:(1)What is the current level of junior middle school students’ tolerance of ambiguity in English reading?(2)What is the current situation of English reading strategies used by junior middle school students?(3)What is the correlation between English reading tolerance of ambiguity and the use of English reading strategies of junior middle school students?The subjects of this study are 196 Junior Two students from five parallel classes from one junior middle school in Binzhou.A combination of questionnaire survey and interview is used to carry out the study.Firstly,the English reading tolerance of ambiguity questionnaire is used to evaluate students’ English reading tolerance of ambiguity.Meanwhile,the English reading strategy questionnaire is used to measure students’ use of reading strategies.Then,this study employs SPSS26.0 to perform descriptive statistical analysis,independent sample T test and Pearson correlation analysis on the data.Finally,after the questionnaire survey,three students with high tolerance of ambiguity and three students with low tolerance of ambiguity are interviewed to supplement the survey results.The results show that:(1)Most of the junior middle school students have a medium level of tolerance of ambiguity in English reading.Among the three ambiguity situations,students have the lowest tolerance in complex situation and the highest tolerance in irreconcilable situation.(2)The frequency of English reading strategies used by junior middle school students is at the medium level.In the dimension of reading strategies,cognitive strategy is the most frequently used,followed by meta-cognitive strategy and social /affective strategy.(3)Finally,there is a significant positive correlation between the English reading tolerance of ambiguity and English reading strategies of junior middle school students.The higher level of tolerance of ambiguity students have,the higher frequency they use English reading strategies.Based on the above conclusions,this study puts forward corresponding enlightenment for reading teaching.The purpose of this study is to help students have an ideal level of tolerance of ambiguity,and use reading strategies flexibly,so as to improve their reading effect.