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摘要：Ambiguity is one of the inherent characteristics of natural language and exists widely in humanlanguage. There is no doubt that English makes no exceptions. In the complicated process of Englishlearning, learners are not only confronted with the ambiguities of English language itself, but also theambiguities or uncertainties due to the non-total correspondence between English and Chinese in theirpronunciation, vocabulary, grammar, meaning, pragmatics, culture and so on. Therefore, learners must owna certain degree of tolerance of ambiguity when absorbing and dealing with English information.

ading techniques ...................... 34-35
2.2.5 The types of reading ...................... 35
　　2.3 Summary ...................... 35-37

　　
　　Chapter 5 Conclusion

　　In this chapter, a brief summary of the major findings derived from the close scrutiny of therelationship between tolerance of ambiguity and reading comprehension achievement is presented at first;and then it is followed by an amount of theoretical as well as instructional implications of the present study.At the ending of this paper, limitations of this study and recommendations for further research are putforward.

5.1 Summary of the major findings
The study of the relationship between English majors’ tolerance of ambiguity and readingcomprehension achievement has yielded a series of findings:⑴ The examination of 92 subjects’ scores of TOA in reading reveals that English majors have ahigher tolerance of ambiguity in reading comprehension, but there is no excess TOA or ITOA.⑵ There is a significant difference of English majors’ TOA between reading and speaking, readingand writing, while there is no significant difference between reading and listening.⑶ The correlation studies on the subjects’ TOA and reading comprehension achievement indicatesthat there is a statistically significant positive correlation between English majors’ TOA and readingcomprehension achievement. Therefore, TOA plays an important part in English reading and is also one ofthe significant factors in predicting the success of SLL.⑷ The present research makes an attempt to explore the effect of the difficulty index of test items onthe relationship between English majors’ TOA and reading comprehension achievement. The result testifiesthat the difficulty index of test items has a complicated effect on the relationship between them. In otherwords, when the difficulty index of test items changes within a certain range, the correlation between TOAand reading comprehension achievement exists, (i.e. The effect of TOA on reading comprehensionachievement exists); but if the difficulty index of test items goes beyond this range, the correlation betweenTOA and reading comprehension achievement does not exist (i.e. There is no effect of TOA on readingcomprehension achievement).

5.2 Implications
Several theoretical implications are listed as follows:The results of the present study enrich the research on TOA which is a subject infrequently exploredand under few empirical investigations; in addition, a significant and positive correlation between TOAand reading comprehension achievement has been established, which implies that TOA is an important andsignificant factor in English reading and SLL.What’s more, the findings suggest an active role of cognitive styles in the activation of schemata. Anauthentic and effective reading activity involves both bottom-up and top-down reading processes. And theactivation of relevant schemata would facilitate the reader’s interaction with the text. Therefore, learnerswith higher TOA tend to use more strategies to activate their schemata properly according to differentreading purposes or gain a better achievement.Furthermore, this research will further enrich the study of individual differences and promote thedevelopment of SLA field, and provide insight for the further study on cognitive l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。