A Correlation Analysis Of Students' Tolerance Of Ambiguity And The Use Of English Reading Strategies In Senior High School

On the foundation of schema theory and Ellis' s model,the thesis aims to explore the relationship between tolerance of ambiguity and use of English reading strategies.Students' tolerance of ambiguity and use of English reading language strategies are investigated through questionnaires in senior high school.Participants' data are analyzed by SPSS21.0.Interviews are to support the quantity study-based on the data analysis,and some suggestions from the perspective of English reading strategies for enhancing tolerance of ambiguity are proposed.To find out the answers,two questionnaires are used in this study.One is the reading tolerance of ambiguity scale,which is based on the Ely's tolerance of ambiguity scale,Budner's division of tolerance of ambiguity dimensions and Chamot& Kupper's English reading strategies scale.The relationship between tolerance of ambiguity and use of reading strategies is analyzed by Pearson correlation analysis,and the difference of strategies use among students from high and low tolerance of ambiguity group is analyzed by Independent-samples T test.Besides these,eight students are also interviewed to support the quantity study.The study draws following results: Firstly,senior high school students' tolerance of ambiguity is in the low to moderate level in the process of reading.In the three categories of tolerance of ambiguity,the complicated and contradictory situations are in low level.Besides,the level of girls' tolerance of ambiguity is higher than that of boys'.Secondly,the mean of overall reading strategy indicates a moderate frequency of use.Among all three reading strategy categories,cognitive strategy ranks the first,followed by meta-cognitive strategy and affective /social strategies.Also,girls use reading strategies more frequently than what boys do.Thirdly,there is a significantly positive correlation between tolerance of ambiguity and use of reading strategies.The higher level of tolerance ambiguity students are in,the more likely they use Englishreading strategies,and vice versa.There are significant differences in the use of cognitive,meta-cognitive and affective/social strategies between the high and low level students.According to the data analysis and interview,the thesis proposes some suggestions from the tolerance of ambiguity and English reading strategies aspects.It will attract teachers and students' attention,and help students to promote the level of ambiguity and the frequency in using English reading strategies.