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e moderate levels of TOA. That is to say, when encountering with uncertainty andvagueness during their process of English learning, they can not be tolerated entirely. This isnot so terrible. In China, examination is the main judgment for students’ performance. Forinstance, in many situations, students need to distinguish the meaning of vocabulary clearly sothat they can have better grades in examinations. If their TOA levels are much higher, they aremore likely to guess the meaning. Thus, they will lose scores. While in reading part, manyresearches show that the higher the TOA levels are, the higher their scores are (Liu Fuqiang &Sun Jiankui, 2005). Therefore, different levels of TOA are needed in different circumstanceand it is much better if students employ their TOA based on a better understanding of theirown TOA.

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Conclusion

Based on the analysis and discussion illustrated in the previous chapter, some findings ofthis study and suggestions for later study are presented in this chapter. At the beginning ofthis chapter, the author concluded the main findings of this present study. Then, theimplications for both teachers and learners are given by the author. And also, the limitationsof this study are explained. Finally, some suggestions for the future studies are introduced.On the basis of the analysis and discussion of the data collected of 282 junior high schoolstudents and 234 high school students, the questions to this study can be answered and themain findings can be concluded as follows.Firstly, by comparing the overall TOA levels of the junior and senior high school students,generally speaking, TOA levels of the senior high school students are higher than the juniorhigh school students no matter of whether they are in the Critical Period or not. And besides,for the junior high school students, 84.39% participants have high levels of TOA; and 63.24%of the senior high school students with high levels of TOA. And these indicate that for themost of the participants, their TOA levels are not low and both the junior and senior highschool students have a moderate level of TOA. Moreover, there is a significant differencebetween the junior high and senior high school students.Secondly, there is a weak correlation between the overall TOA levels and their Englishachievements. But considering that there are many factors which may affect the Englishachievements, TOA, as one important factor of the individual factors, still have relationshipwith the English achievements.Thirdly, the relationship between English listening achievements and TOA levels ofparticipants is positive. And so is the relationship between reading and TOA. Students withhigh TOA levels get better grades in reading and listening, and on the contrary, those withlow levels of TOA do not as well as those with high TOA. And in the writing part, theanalysis results show that there is almost no relationship between writing and TOA.
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