A Study On The Relationship Between Tolerance Of Ambiguity,English Reading Anxiety And English Reading Achievement Among Senior High School Students

Reading plays a critical role in high school students' English learning.And the proportion of reading score in English test is 26.7%,which shows the importance of reading to English learning.In addition,the 2017 edition of English curriculum standards for general high schools pays more attention to the cultivation of students' language application ability,while reading comprehension is a full examination of students' language application ability.Therefore,the improvement of English reading is extremely significant for senior high school students.However,in practical reading training,students often encounter uncertain or ambiguous discourse situations due to the wide range of reading.Then some words that are new or unfamiliar often appear to students.Faced with this situation,for students who can't tolerate ambiguity,anxiety arises spontaneously.Therefore,in order to improve students' English reading achievement,it is necessary to further study and discuss the tolerance of ambiguity which is a cognitive factor and anxiety which is an emotional factor.This study mainly discusses the relationship between English reading anxiety,tolerance of ambiguity and English reading achievement.The specific research questions are as followings:1.What's the overall state of senior high school students' TOA,ERA and English reading achievement?2.Does English reading achievement differ in different level of TOA among senior high school students?3.Does English reading anxiety differ in different level of TOA among senior high school students?4.What's the relationship between tolerance of ambiguity,English reading anxiety and English reading achievement among senior high school students?On this basis,this paper further discusses how to improve the teaching and learning effect by paying more attention to students' reading anxiety and tolerance of ambiguity in real teaching process.The 317 participants of this study are from Grade one in Chongqing number 7middle school.After collecting the data of an interview and two questionnaires whichinclude Second Language Tolerance of Ambiguity Scale(SLTAS)and Foreign Language Reading Anxiety Scale(FLRAS),the data of two questionnaires are analyzed by SPSS 17.0.And the results of four questions are as followings:1.Most of the students have moderate level of TOA,slight ERA and relatively good English reading score.2.There are significant difference between different level of TOA and English reading achievement.That is to say students with high level of TOA gain higher English reading achievement than students with moderate and low TOA level.And students with moderate level of TOA gain higher English reading achievement than students with low TOA level.To be more specific,it can be presented as high >moderate**,high > low** and moderate > low**.3.Students with higher degree of TOA,they are easy to get lower degree of English reading anxiety.In other words,compared with students who are in moderate level and low level of TOA,students' English reading anxiety is significantly higher than those in high level of TOA.While as for students with moderate degree of TOA and students with low degree of TOA,their English reading anxiety is not significantly different.To be more specific,it can be presented as the following: high< low**,high < moderate**,and moderate = low.4.Tolerance of ambiguity,English reading anxiety and English reading achievement are significantly correlated with each other.To be more specific,English reading anxiety has a significant negative correlation with tolerance of ambiguity and English reading achievement.As for the the relationship between tolerance of ambiguity and English reading achievement,they have a significant positive correlation with each other.Finally,based on the research results,the present study tries to explore the implications of English teaching in senior high school.The purpose is to help English teachers pay more attention to the problems in reading and try to improve students' tolerance of ambiguity and reduce their reading anxiety by adopting effective strategies.Thus,they are able to gain a better English reading achievement.