A Study On The Influence Of High School Students’ English Reading Anxiety On Tolerance Of Ambiguity And Reading Level

For contemporary middle school students,reading plays a vital role in acquiring new information and developing ways of thinking.English reading level is a particularly important part in the process of English learning,which is the direct embodiment of students’ English learning results.As one of the affective factors,reading anxiety plays an important role in language learning.Foreign language learning is a process full of ambiguity.As one of the cognitive factors,tolerance of ambiguity is also an important research variable in foreign language learning.It is necessary to explore the current situation of reading anxiety,tolerance of ambiguity and reading level of high school students in the economically underdeveloped areas of western China,and put forward corresponding teaching suggestions according to the research results.In this study,659 high school students were investigated by questionnaire and interview from 5 middle schools in 4 counties and cities in Qiannan area.This research mainly focuses on the following aspects:(1)What is the current situation of high school students’ English reading anxiety,tolerance of ambiguity and English reading level?(2)Are there differences in the level of tolerance of ambiguity with different degrees of English reading anxiety?(3)Are there differences in English reading level with different degrees of English reading anxiety?(4)Does English reading anxiety play a mediating role in tolerance of ambiguity and English reading level? If yes,what is the extent? Partial or complete mediating?In this study,quantitative and qualitative methods were used in this study,and have the following findings:(1)The level of reading anxiety,tolerance of ambiguity and reading level were in the medium level of high school students in Qiannan area;(2)There is a significant difference in tolerance of ambiguity with high school students of different degrees of English reading anxiety in Qiannan area;(3)There is a significant difference in English reading level with high school students of different degrees of English reading anxiety in Qiannan area;(4)English reading anxiety plays a partial mediating role in the relationship between tolerance of ambiguity and English reading level.Based on the above research results,the following teaching suggestions are proposed:(1)Teachers,as mediator between English subjects and students,need to improve the importance of students’ tolerance of ambiguity in English reading and learning.Teachers need to make students realize that learning is a process full of ambiguous situations;(2)Teachers should encourage the low-level of tolerance of ambiguity’ students to look for solutions from different perspectives and cultivate the awareness and ability to solve problems by themselves;(3)Considering students’ individual diversity,teachers should choose reading materials suitable for most students’ learning levels;(4)Teachers should help students to improve their self-confidence and guide them to evaluate themselves correctly in their study;(5)Teachers should consciously organize students to read more materials about the social and cultural background of western countries.Through frequent reading,students can expand and strengthen the contact with ambiguity,reduce anxiety,and cultivate confidence in reading.