A Study On The Correlation Among English Reading Tolerance Of Ambiguity,Meta-Cognitive Strategies And Reading Scores Of Senior High School Students

Ambiguity tolerance refers to response to ambiguous stimuli.It was originated from psychology and it has been widely used in the study of foreign language learning.Meta-cognitive strategies in English reading are also the focus of foreign language learning researchers.Ambiguities in reading are the difficult points hence need reading strategies to help solve it.Based on these reasons,the purpose of this study is to investigate the correlation between English ambiguity tolerance,meta-cognitive strategies and reading scores through surveys,and to get some rules which can be referred to in English Reading.The research mainly adopted questionnaires of English reading ambiguity tolerance,meta-cognitive strategies use,English reading tests and interview as research tools.In November 2020,surveys were conducted among 203 Grade 2 high school students in Hunchun City,Jilin Province.The respondents’ English reading tests scores were collected twice in October and December 2020,and then analysis was conducted by using SPSS26.0.The results of the study show that the high school students’ average ambiguity tolerance is in middle level(M=3.049).Students with high,moderate,and low reading ambiguity tolerance portion is 13.11%,71.58%,and 15.30% respectively.The level of meta-cognitive strategy use of high school students is moderate(M=2.927).Students in high and low score groups have significant differences in reading ambiguity tolerance and meta-cognitive strategies use.In terms of reading ambiguity tolerance,students with high level of ambiguity tolerance and those with moderate and low level of ambiguity tolerance have significant differences in reading scores.Students with different levels of ambiguity tolerance have significant differences in meta-cognitive strategies use.There is significant positive correlation between reading ambiguity tolerance,meta-cognitive strategies and reading score.Reading ambiguity tolerance and meta-cognitive strategies use explains 18.2% of the reading score variance together.Meta-cognitive strategies have mediation effect when reading ambiguity influences reading scores,and the effect value is 34%.On the basis of the research findings,the author puts forward specific suggestions to high school students and teachers about English reading.