A Study Of The Correlation Among English Listening Tolerance Of Ambiguity,Listening Strategies And Listening Achievement Of Senior High School Students

According to The National English Curriculum Standard for General Senior High School(2017),the students are required to use English effective listening strategies and understand the general meaning of text in the process of listening.However,in the process of listening comprehension,all kinds of ambiguous situations can easily make students anxious and reduce their listening confidence.It shows that listening strategies and tolerance of ambiguity are the important factors affecting learners’ listening competence.In addition,scholars at home and abroad have studied tolerance of ambiguity and listening strategies from multiple perspectives,but there is still a lack of research on the correlation among English listening tolerance of ambiguity,listening strategies and listening achievement of senior high school students.Therefore,this study will conduct an empirical study on senior high school students’ English listening tolerance of ambiguity and listening strategies,aiming to explore the relationship between them,and the impact of both on senior high school students’ English listening achievement.Adopting literature research method,questionnaire survey method and statistical analysis method,this study investigates 236 senior high school students from a middle school in Zhangzhou city,Fujian province,using the English listening tolerance of ambiguity scale and the English listening strategy scale as research tools,aiming to explore the following three questions:1.What is the general status of English listening tolerance of ambiguity of senior high school students?2.What is the general status of English listening strategies using of senior high school students?3.Is there any correlation among English listening tolerance of ambiguity,listening strategies and listening achievement of senior high school students?Through data analysis,the following results indicate that:1.The general status of English listening tolerance of ambiguity of senior high school students is at the intermediate level(m=3.291).The average scores of three dimensions from high to low are: contradictory situation(m=3.453),new situation(m=3.362),complex situation(m=3.067).2.The general status of English listening strategies using of senior high school students is also at the intermediate level(m=2.950).The average scores of three dimensions from high to low are: cognitive strategies(m=3.376),meta-cognitive strategies(m=2.733),social/emotional strategies(m=1.990).3.There is significant correlation among English listening tolerance of ambiguity,listening strategies and listening achievement of senior high school students.There is a significantly positive correlation between the English listening tolerance of ambiguity and listening achievement of senior high school students(r=0.688**,P=0.000<0.01).There is a significantly positive correlation between the English listening strategies and listening achievement of senior high school students(r=0.772**,p=0.000<0.01).There is also a significantly positive correlation between the English listening tolerance of ambiguity and listening strategies(r=0.717**,p=0.000<0.01).Furthermore,the direct effect of English listening tolerance of ambiguity on listening achievement is 0.276.The direct effect of listening strategies on listening achievement is 0.573.The direct effect of English listening tolerance of ambiguity on listening strategies is 0.717.The indirect effect of English listening tolerance of ambiguity on listening achievement through listening strategies is 0.411.Based on the above research conclusions,some corresponding teaching suggestions are put forward from the perspective of helping students overcome psychological barriers and cultivating students’ consciousness of strategies,so as to help students to choose appropriate listening strategies,improve their English listening tolerance of ambiguity and improve their listening competence.