A Study On The Correlation Between 9th Grade Students' Tolerance Of English Reading Ambiguity And Reading Strategies

In the process of reading,learners often encounter various uncertain and ambiguous situations,which cause their tension and anxiety,and have negative impacts on the process of their reading comprehension.Therefore,learners tend to adopt their preferred learning style,and actively choose various reading strategies to help them understand reading materials.However,the relationship between English reading tolerance of ambiguity and strategies has not attracted widespread attention.So,this study aims to investigate the relevance between English reading tolerance of ambiguity and reading strategies of 9th grade students.This paper attempts to explore how the readers' behavioral preference affects the use of reading strategies and reveal the internal characteristics between them,and provide reference for English reading teaching.The research questions of this paper include:(1)What is the present situation of 9th grade students' English reading tolerance of ambiguity?(2)What is the present situation of 9th grade students' frequency of using English reading strategies?(3)Is there a relevance between students' English reading tolerance of ambiguity and their reading strategies? If there is,what is the relevance between them? In order to find out the answers of above three questions,the author selected 221 9th grade students of a middle school in Xi'an as the research objects,and collected the data needed by the research with the aid of both English reading tolerance of ambiguity questionnaire and English reading strategy questionnaire.And the datum were processed for descriptive analysis,Pearson correlation analysis and regression analysis by SPSS21.0 to find out the answers to research questions.After the statistics and analysis of the data,this research comes to the following conclusions:(1)The average value of overall reading ambiguity tolerance holds the middle level,under which the average value of multiple uncertain ambiguity tolerance stays the highest while that of the fragmentary ambiguity tolerance remains the lowest;(2)The average value of overall use of English reading strategies keeps the middle level.Among the three reading strategy components,the average value of meta-cognitive strategy holds the highest while that of social/affective strategy ranks the lowest;(3)There is a positivecorrelation between the reading tolerance of ambiguity and reading strategies.That is to say,when the average value of the students' reading tolerance of ambiguity is higher,their frequent use of reading strategies holds higher too.And to some extent,English reading tolerance of ambiguity can predict the use of reading strategies.Finally,based on the research results,the author puts forward some suggestions in order to draw the attention of teachers and students to the reading ambiguity tolerance,English reading strategies and their correlation.It is suggested that teachers are required to increase students' ambiguity capacity,help them to form an appropriate level of reading tolerance of ambiguity,and encourage them to make bold guesses and attempts when they cope with various ambiguity phenomena in order that students can actively comprehend reading and choose the right reading strategies,overcome reading obstacles and thus improve their reading competence.