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Chapter 1 Introduction

1.1 Reasons for the Present Study
It is widely accepted that the essence of English learning is the combination of informationreceiving and information processing. Mainly the information receiving is achieved by reading.English reading is a combination of basic linguistic knowledge, such as grammar, word, andphrase. In high school English teaching, reading is always regarded as a mirror for the reasonthat it is the most efficient and effective way of evaluating student's English ability andproficiency. That is to say, the English reading ability plays a vital role in successful Englishlearning. Therefore, Ministry of Education continuously sets higher requirements for students'reading ability. In 2001, Ministry of Education promulgates the New English Curriculum Criteria,in which requirements to high school students' English reading ability are put forward in thefollowing Table 1.1.1: Tolerance of ambiguity and English reading strategy have captured increasing attention inrecent decades, coming with abundant research results. A large amount of previous studies haverevealed that tolerance of ambiguity has decisive impact on English reading comprehension (e.g.Budner. 1962; Chapelle and Roberts. 1986; Cohen, A. D. 1998; Ehrman. 1993; Ely, C. M. 1989).Moreover, many famous scholars have proved with researches that English reading strategyplays a key role in English reading performance(e.g, Oxford and Burry Stock. 1995; Oxford.1990; Singer, M. 1998; Wenden and Rubin. 1987).Although there are lots of researches on tolerance of ambiguity and English reading strategyrespectively, not much work has been done on the correlation between these two variables. Thereis still much room for us to do this research.

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1.2 Purpose of the Present Study
Based on tolerance of ambiguity and English reading strategy theories and previous studies,this paper aims to survey and analyze the conditions of high school students' English readingstrategies and tolerance of ambiguity by means of questionnaires and interview. Based onresearch results, then this paper will put forward some indications for English reading teaching.In addition, the author will also offer some useful ways for students to cultivate English readingstrategies and appropriate tolerance of ambiguity. The present study will focus on the followingfour issues: (1) The general TO A conditions of high school students' in English reading; (2)Thegeneral conditions of high school students' ERS utilization; (3)The relationship between TO Alevels and ERS utilization in high school students' English reading; (4)Differeiit conditions ofTOA between male and female students.
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Chapter 2    Literature Review

2.1 Definition and Classification of English Reading Strategy
English Reading Strategy (ERS) is a part of English learning strategies. It is the learningprocess in which learners consciously and purposely implement a series of reading methods andskills. Moreover, previous studies have proved that reading strategies are indispensible foreffective and satisfactory reading. Researches related to ERS have been done for decades andscholars define and categorize it differently according to their own studiesWith regard to definition of Engl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。