A Study On The Correlation Between Vocabulary Knowledge Breadth,Reading Ambiguity Tolerance And English Reading Achievement Of Senior High School Students

Reading is an important skill in language learning.Most of the language input relies on reading,and it is also a large proportion in the English college entrance examination.However,in practical teaching,students’ performance in English reading is affected by a lack of breadth of vocabulary knowledge and a low tolerance for ambiguity.The literature shows that scholars at home and abroad have studied the breadth of vocabulary knowledge and fuzzy tolerance from different perspectives,but there is a lack of research on the correlation between the breadth of English vocabulary knowledge,reading fuzzy tolerance and English reading performance of high school students.Therefore,this study attempts to understand the current situation of senior high school students’ English vocabulary knowledge breadth and reading ambiguity tolerance,explore the correlation between them and English reading achievement,and their predictive effect on English reading achievement.In this study,266 first-grade students of a senior high school in Zhangzhou City,Fujian Province were investigated and studied by questionnaire,using the English Vocabulary Knowledge Breadth Test Volume and the English Reading Ambiguity Tolerance Questionnaire as research tools,aiming to answer the following three questions:(1)What is the overall situation of the breadth of English vocabulary knowledge of senior high school students?(2)What is the fuzzy tolerance level of high school students in English reading?(3)Is there any correlation between the breadth of English vocabulary knowledge,reading ambiguity tolerance and English reading achievement of senior high school students?If so,what correlation exists?The study shows:(1)The breadth of English vocabulary knowledge of senior high school students is low on the whole(M=24.29),and there is a large difference among individuals.(2)The fuzzy reading tolerance of high school students is at a medium low level(M=3.42),and there is a difference among individuals.Among them,the tolerance of the three dimensions of fuzzy reading tolerance from high to low is as follows: complex situation(M=2.91),unfamiliar situation(M=3.50),contradictory situation(M=3.70).The tolerance of complex situation is at a medium level,while the tolerance of unfamiliar situation and contradictory situation is at a low level.(3)There is a significant correlation between the breadth of English vocabulary knowledge,reading ambiguity tolerance and English reading achievement of senior high school students.Among them,English vocabulary knowledge breadth was significantly positively correlated with English reading achievement(r=0.802,P<0.05),reading fuzzy tolerance was significantly positively correlated with English reading achievement(r=0.667,P<0.05),English vocabulary knowledge breadth was significantly positively correlated with reading fuzzy tolerance(r=0.650,P<0.05),fuzzy tolerance of reading plays a partial mediating role in the relationship between vocabulary knowledge breadth and English reading achievement.Based on the above research results,the author puts forward teaching suggestions from the two aspects of vocabulary teaching and reading teaching,in order to improve students’ vocabulary knowledge breadth and fuzzy reading tolerance,and thus improve their English reading performance.