Study On The Correlation Between High School Students’ Tolerance Of Ambiguity And English Reading Anxiety

Reading is a complex cognitive process in which learners are influenced by many factors.In recent years,as a cognitive factor and anxiety as an emotional factor,tolerance of ambiguity has attracted the attention of linguistic researchers both domestic and abroad.Subjects are chosen by the researchers from college students to senior high school students,which demonstrates that teachers should focus on the tolerance of ambiguity and reading anxiety among senior high school students.English Curriculum Standards for Senior High Schools(2017 edition)indicates that English curriculum should be for all the students and pay attention to quality education.The Curriculum Standards especially emphasizes the attention to each student’s emotions and arouse their interest in learning English.Throughout senior high school,it is very significant to increase students’ tolerance of ambiguity and relieve English reading anxiety in line with the development requirements of Curriculum Standards.This study is based on the affective filtering hypothesis as well as humanistic learning theory,and uses the English reading tolerance of ambiguity scale and the foreign language reading anxiety scale as the main research tools.This study uses the quantitative and qualitative research approaches to resolve the following three questions: 1.What is the status tolerance of ambiguity and English reading anxiety of students in different groups? 2.What is the correlation between tolerance of ambiguity and English reading anxiety of students in different groups? 3.What is the difference between different groups of students in different ambiguous dimensions?What is the difference between different groups of students in English reading anxiety?This study chooses 210 students from four classes of a senior high school in J City as the questionnaire survey subjects,and selects stratified sampling method for students from four classes.Through experimental data and interview records,this study analyzes the correlation between tolerance of ambiguity and English reading anxiety of students in different groups.The results of research indicate that:1.Low group tolerance of ambiguity is lower than medium,and high degree of English reading anxiety;The intermediate group had moderate tolerance of ambiguity and moderate reading anxiety.The high group had moderate to high degree of tolerance of ambiguity and moderate to low degree of reading anxiety.2.There is a significant negative correlation between tolerance of ambiguity and English reading anxiety of students in different groups.In the correlation strength,tolerance of ambiguity of complex situations has the strongest correlation with English reading anxiety.3.The tolerance of ambiguity of unfamiliar situations has the largest difference in group comparison.It is found that tolerance of ambiguity in different situations and English reading anxiety have an effect on students’ English scores.The research results have enriched the domestic researches on the correlation between tolerance of ambiguity and English reading anxiety to a certain extent.This study plays a positive role in improving tolerance of ambiguity,relieving reading anxiety and improving reading confidence.At the same time,it provides specific suggestions for teachers to relieve the reading anxiety of high school students,which has some reference value.