A Correlation Study On Senior High School Students' Tolerance Of Ambiguity,Use Of English Reading Strategy And English Reading Achievement

In the process of English reading,the learners unavoidably encounter new vocabulary,grammar,which will probably cause anxiety and impatience,negatively affecting students' English reading achievement.Dealing with this kind of situation requires the students to posses some level of the tolerance of ambiguity.Many linguists hold the view that one of the factors that influences English reading strategies use is tolerance of ambiguity.Based on the previous related studies,the current study aims to give answers to the questions below:1.What's the tolerance of ambiguity and English reading strategy use of senior high school students? Do they show gender and subject difference in tolerance of ambiguity?2.What's the relationship between senior high school students' tolerance of ambiguity and their English reading strategy use? What are the differences in using these strategies between senior high school students with high and low level of tolerance of ambiguity? Do they have any preference?3.Is there any relationship between senior high school students' tolerance of ambiguity and their English reading achievement?The subjects were 156 senior two students in Ganzhou No.1 Middle School.Data were collected through two questionnaires and an oral interview,and statistics were analyzed by SPSS21.0.The findings were as following:1.Senior high school students involved in the study have a relatively low level of tolerance of ambiguity,and there is no difference between male students and female students,art students and science students.2.Senior high school students have a medium frequency in English reading strategies use,and they use metacognitive strategies most frequently,followed by social/affective strategies and cognitive strategies.3.Significant differences in metacognitive strategies use,and cognitive strategies use exist between senior high school students with high and low level of tolerance of ambiguity,and no correlation exists between their tolerance of ambiguity and social/affective strategies use.4.A correlation exists between senior high school students' tolerance ofambiguity and their English reading achievement.Senior high school students who are more tolerant of ambiguity perform better in English reading.At last,the study offers some implications and suggestions both for teachers and high school students,and the author also points out some limitations of the current study and provides some suggestions for further research.