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eading Strategy......... 41
5.3 Students' Roles in Developing Tolerance of Ambiguity......... 43
5.4 Students' Roles in Developing English Reading Strategy......... 44

Chapter Five Implications

5.1 Teachers' Roles in Cultivating Students' Tolerance of Ambiguity
It is revealed in the questionnaires and interviews that a great many of students can not beaware of the existence of TOA, let alone make use of TOA. This phenomenon greatly handicapstudents' performance in English reading. Obviously, one element leading to this phenomenonis the fact that most of high school English teachers are deficient in grasping abundantknowledge of TOA. Actually, most of high school English teachers don't know the existence ofTOA. It is a precondition for teachers to enrich themselves with theoretic foundations of TOAif they want to improve students' TOA levels. Teachers should firstly let students be aware of the existence of TOA and erase theirworries about it at the same time. In order to accomplish this, teachers can arouse students'awareness of uncertainty by applying some typical reading materials in the first step. Afterstudents' awareness of uncertainty in reading materials has been wakened, teachers should assiststudents in transforming their opinions about uncertainty. They should be taught to find out thatthe uncertainty and ambiguity are natural in reading activities. Teachers can train them withtypical ambiguous reading materials bit by bit patiently. Additionally, teachers are supposed toteach students some methods to cultivate appropriate TOA, such as auto-suggestion. Thismethod can make students understood that ambiguity is common in English reading, thushelping them reinforce teaching efficiency.
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Conclusion

Findings are connected to subjects' TOA conditions, ERS utilization conditions and theirrelationships. Additionally, indications are also put forward. Most of subjects' TOA are comparatively high, and they are capable of dealing withambiguous situations. Respondents are shown to have the highest TOA level in coping withcontradictory situations while they are least capable of tolerate complicated situations. Femalesubjects' TOA are higher than male subjects' TOA. Students can recognize the importance of ERS and most of them are capable ofemploying strategies in English reading to some extent. However, students are deficient inmaking use of metacognitive and affective/social strategies. Most students only employ ERS inmedium frequency and only 14.65% respondents can be capable of employing ERS in theirreading in a high frequency. These data indicate that high school students tend to make more useof cognitive strategies than metacognitive and affective/social strategies.
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Reference (omitted)

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