The Research Of Mediating Effect Of English Reading Anxiety In The Relationship Between Tolerance Of Ambiguity And English Reading Achievement In Senior High School

In recent decades,English reading has received much attention in senior high school,and it has a great influence on the English test scores among high school students.Besides,the latest revision of English Curriculum Standards for senior high schools which was revised in 2017 also stipulates that English curriculum is designed to cultivate students' ability of language use.It is the reading that fully examines this linguistic skills.Although English reading has such an important role to play in improving students' scores,many problems still exist in reading-in the process of English learning,students will encounter ambiguous and uncertain situations,such as new words or unfamiliar reading materials.At the same time,a kind of negative emotion such as anxiety would appear along with the change of the ambiguity.Therefore,in all likelihood,students' performance would be affected by tolerance of ambiguity and reading anxiety,which are regarded as a cognitive factor and a emotional factor respectively in English reading.Therefore,in order to solve this practical problem,research on tolerance of ambiguity,reading anxiety as well as reading achievement is gradually becoming a significant research topic.This study is aimed to explore the mediating role of English reading anxiety between tolerance of ambiguity and English reading achievement.There are three major research questions: 1.Does the level of tolerance of ambiguity influence the English reading achievements for high school students? 2.Does the level of tolerance of ambiguity impact the English reading anxiety among high school students? 3.To what extent does the English reading anxiety play a mediating role betweentolerance of ambiguity and English reading achievements? Based on these research facts,this thesis will further explore how to ensure the quality of teaching and improve the learning outcomes via focusing on reading anxiety and tolerance of ambiguity.In the present research,350 students in Grade one are chosen from Chifeng No.2 senior high school.The study is based on an interview and two questionnaires including the Second Language Tolerance of Ambiguity Scale(SLTAS)and Foreign Language Reading Anxiety Scale(FLRAS).The data of questionnaires were analyzed by using SPSS 22.0so as to answer the above questions.The conclusions are listed as below: 1.There are significant differences in English reading achievement between high level and low level TOA students.Students with high level tolerances of ambiguity have much higher scores in English reading than those who with low tolerances of ambiguity.2.There are significant differences in high and low level tolerance of ambiguity on reading anxiety among high school students.Senior high school students suffer less reading anxiety if they have higher tolerances of ambiguity.On the contrary,the less tolerance of ambiguity they have,the more anxiety students would have in reading.3.Senior school students' English reading anxiety does play a mediating role between tolerance of ambiguity and English reading achievement,and studies have shown that English reading anxiety plays a complete mediating role between tolerance of ambiguity and English reading achievement.Finally,based on the research results,the enlightenment of high school English teaching will be discussed.The purpose is to help teachers pay increasing attention to the problems in students' English reading and try to adopt effective strategies to help students improve tolerance of ambiguity and reduce anxiety,ultimately make great achievements inlearning.