A Study Of The Effects Of English Ambiguity Tolerance And Self-regulated Learning Strategies On English Reading Achievements Of Senior High School Students

English reading is very important for high school students’English learning.A certain degree of tolerance towards strange situations and their ability to adjust themselves can facilitate their English reading.However,few studies have explored the influence of tolerance of English ambiguity and self-regulated learning strategies on English reading.Therefore,it is necessary to explore the relationship among these three variables,tolerance of English ambiguity,self-regulated learning strategies and English reading scores,as well as the influence of tolerance of English ambiguity and self-regulated learning strategies on English reading scores.In this study,320 students in Grade Two of a high middle school in Zhangzhou City,Fujian Province were selected as research subjects,and the research takes questionnaire and interview as the research instruments,and is attempted to answer the following three questions:1.How about the level of subjects’tolerance of English ambiguity and the use of self-regulated learning strategies?2.What is the correlation between the level of subjects’tolerance of English ambiguity and their English reading performance?What is the correlation between the use of subjects’self-regulated learning strategies and their English reading achievement?How is subjects’tolerance of English ambiguity correlated with their self-regulated learning strategies?3.What is the influence of subjects’tolerance of English ambiguity and self-regulated learning strategies on their English reading achievement?Does tolerance of English ambiguity play a mediating role?The findings are as follows:1.With tolerance of English ambiguity questionnaire adopting the reverse scoring method,the tolerance of English ambiguity of high school students in English（m=2.811）is generally at the middle and lower level,and the tolerance of ambiguity of English general idea is the highest（m=2.588）and English expression is the lowest（m=2.964）in each dimension.High school students’self-regulated learning strategies（m=4.681）are generally at the middle and upper level,and academic emotion regulation strategies（m=5.424）are at the highest level and metacognitive strategies（m=4.018）are at the lowest level in all dimensions.2.There are significant differences between students in high-score and low-score groups in overall tolerance of English ambiguity and its dimensions,and there are also significant differences between students in high-score and low-score groups in overall self-regulated learning strategies and its dimensions.3.There is the correlation between tolerance of English ambiguity,self-regulated learning strategies and English reading performance of senior high school students respectively.With tolerance of English ambiguity questionnaire adopting the reverse scoring method,there is a significant negative correlation between high school students’tolerance of English ambiguity and reading scores（r=-0.775,p=0.000<0.01）.There is a significant positive correlation between self-regulated learning strategies and reading achievement of senior high school students（r=0.612,p=0.000<0.01）.With tolerance of English ambiguity questionnaire adopting the reverse scoring method,there is a significant negative correlation between tolerance of English ambiguity and self-regulated learning strategies of senior high school students（r=-0.518,p=0.000<0.01）.4.With the tolerance of English ambiguity questionnaire adopting the reverse scoring method,tolerance of English ambiguity of senior high school students has negative effects on English reading scores and self-regulated learning strategies has positive effects on English reading scores,which can jointly explain 66.2%of the changes in reading scores.The regression equation is as follows:Y=60.903-12.116X₁+2.411X₂（Y is English reading achievement,X₁is tolerance of English ambiguity,X₂is self-regulated learning strategies）.In addition,tolerance of English ambiguity of senior high school students plays a partial mediating role in the influence of self-regulated learning strategies on English reading achievement.According to the above research results,this study gives the following teaching suggestions for front-line English reading teachers in high schools to cultivate and improve students’tolerance of English ambiguity,guide and teach self-regulated learning strategies to improve students’English reading level.