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o guess the new words’ meanings. Most of these questions belong to theambiguity situations for the senior middle school students, no matter whether they are arts orscience students. In this way, the students should use flexible reading strategies to have abetter understanding, and to overcome the difficulties.
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2. Literature Review

2.1. Studies on TOA
In the process of learning a foreign language, learners need to accept a lot of newinformation not so much the same as their mother language. For example, there are manydifficulties in learning lexical, grammatical, phonetic and cultural knowledge of the targetlanguage, which are ambiguous for the learners. If the learners can not understand thisuncertain or unfamiliar information, they will look them as hinders, which will frustrate theirways of learning the target language. Successful language learners are not afraid of theseambiguous situations, instead, they accept them as challenge. They will face them with anoptimistic attitude. Therefore, TOA helps them face the uncertain or ambiguous situations.This part will presents a review of the definitions, classifications, measurements, and factorsthat affect TOA from home and aboard.
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2.2. Studies on English reading
Reading has been the focus of foreign language teaching for a long time. In thepractical English teaching, both the teachers and the students should pay enough attention toreading.The scholars and linguists think that reading is a complicated, actively thinkingpsychological activity. From the definition in the dictionary (Oxford Advanced Learner’sEnglish-Chinese Dictionary, p. 1430), it showed that: reading is to look at and understand themeaning of written or printed words or symbols. It is a process from which the readers get theneeded information from the written materials. According to many scholars’ researches, thereare three reading models and one theory. They are: top-down model, bottom-up model,interactive model, and schema theory.
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3. Methodology…………..17
3.1 Research questions ....17
3.2 Subjects........18
3.3 Research instruments and theoretical basis .........18
3.4 Research procedure....22
4. Results and Discussion………….25
4.1 The subjects' TOA..... 25
4.2 The subjects' reading strategy use......... 28
4.3 The correlation analysis .......... 32
4.4 Different TOA students' reading strategy use ..... 33
4.5 Different reading strategies use...... 36
4.6 The interview ..... 41
4.7 Discussion .......... 47
5. Conclusion………51
5.1 The findings to the research questions......... 51
5.2 Pedagogical implications ........ 53
5.3 Limitations ......... 55
5.4 Suggestions for further research .... 55

4. Results and Discussion

4.1.The subjects’ TOA
The author first analyzes the subjects’ TOA. According to the students’ answers to thequestionnaire, the author divides them into three groups of different levels of TOA (bothscience students and arts students). Those whose scores are equal or lower than 26 will be thelower level of TOA, those whose scores are 27 to 45 will be the moderate level of TOA, andthose whose scores are equal or higher than 46 will be the higher level of TOA.The higher scores the students get, the higher their level 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。