A Study Of The Relationship Among Foreign Language Learning Tolerance Of Ambiguity,Anxiety And English Reading Achievements

In the process of learning English,we are inevitably influenced by cognitive and emotional factors.The tolerance of ambiguity in this study is a cognitive factor,and foreign language classroom anxiety is an emotional factor.Scholars have studied the tolerance of ambiguity and foreign language classroom anxiety from a variety of perspectives.However,there are few empirical studies on the relationship among tolerance of ambiguity,foreign language classroom anxiety and English reading comprehension achievements.Therefore,this paper mainly studies the differences among different levels of tolerance of ambiguity and foreign language classroom anxiety in students' reading comprehension achievements.It is helpful for teachers to understand the students' psychological state.Then it can help students adjust their own mentality and improve students' English reading comprehension achievements.The 104 students who participated in the study were grade 1 students from a middle school in Hebei province.Three kinds of tools will be used in this study: Ely's(1989)SLTAS(Second Language Tolerance of Ambiguity Scale),Horwitz's(1986)FLCAS(Foreign Language Classroom Anxiety Scale),and English reading achievements.The following three research issues are studied and analyzed:(1)What are the status of senior high school students' English reading comprehension achievements,tolerance of ambiguity and foreign language classroom anxiety?(2)What are the differences of English reading comprehension achievements among students with different levels of tolerance of ambiguity?(3)What are the differences of English reading comprehension achievements among students with different levels of foreign language classroom anxiety?In this study,SPSS20.0 was used to analyze the data of the questionnaire.The first issue was analyzed by descriptive statistics,and second and third issues were analyzed by one-way ANOVA.The results are as follows:(1)The subjects are at a moderate level of tolerance of ambiguity and English reading comprehension achievements and have certain differences.They are not tolerate the problems in thevocabulary.And the subjects' differences of different levels of foreign language classroom anxiety were also large,and the most of the anxiety was focused on the test anxiety.(2)From the results of analysis to English reading comprehension achievements among students with different levels of tolerance of ambiguity,we can see that the higher the tolerance of ambiguity is,the better the performance is.(3)From the results of analysis to English reading comprehension achievements among students with different levels of foreign language classroom anxiety,we can see that the lower the foreign language classroom anxiety is,the better the performance is.Finally,after discussing the above research questions,the results show that the students with different levels of tolerance of ambiguity and foreign language classroom anxiety have differences in English reading comprehension achievements.According to these implications,some suggestions on how to improve students' tolerance and anxiety are put forward.The purpose is to help teachers understand and pay more attention to these problems,guide students to maintain a high tolerance of ambiguity and a low foreign language classroom anxiety relatively and achieve a better learning effect.