A Study Of The Correlation Between Tolerance Of Ambiguity And English Achievements In Shaanxi Senior High School

Tolerance of Ambiguity (TOA) as a cognitive and affective factor influencessecond or foreign language learning. It is very vital for language learners to learnEnglish effectively. Thus investigating the relationship between TOA and Englishlearning is of significance for foreign language learners and teachers to take in anddeal with the existence of TOA properly. The purpose of this study was to picture theoverall tolerance of ambiguity situation of senior high school students in Shaanxiprovince, to examine TOA and English achievements differences in terms of genderand learning effort and to dig into the correlation between TOA and Englishachievements. The subjects for this study were124senior three students at Zhen’anmiddle school of Shaanxi province. Findings were obtained in this study byclassroom observation, interview and questionnaire. Observation and interviewresults indicated that there were significant differences in TOA among high schoolstudents. And data of questionnaire were analyzed using SPSS. Results showed nosignificant differences of TOA and English achievements by gender and Englishleaning time outside class. Moreover, the statistic data revealed that there was asignificant and positive correlation between TOA and English achievements and themediate tolerance of ambiguity group scored higher than low and high groups.