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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.

e, exploring the factors that affect students’reading comprehension achievement and the ways to improve reading abilities from cognitive perspectivewill greatly promote the development of reading theory and reading teaching.Inspired by the previous statements and relevant theories, this paper would look into and focus on therelationship between tolerance of ambiguity and reading comprehension achievement. However, given theTOA, this thesis is far from comprehensive; there are still a great number of issues waited to figure out.Therefore, it is hoped that at the outset this thesis will be some help to the relevant research field and theteaching and learning of English in China.

1.3 Significance of the research
The present study is of considerable theoretical and practical significance. Tolerance of ambiguity hasgreat effects on foreign / second language learning. Quantitative studies in this domain will undoubtedlycontribute to the development of Reading Theory, Second Language Acquisition, Cognitive Psychologyand Pedagogy.The results of this research have practical significance as well. They will enrich the study on TOA,make language researchers and teachers realize the important roles of learners and individual differences inlearning, and shed light on the ways to improve reading or testing abilities, develop reading techniques oreven provide insight on the classroom reading teaching and learning in China.

1.4 Overall structure of the thesis
A common thread strings this thesis. Chapter One is a brief introduction to the research background,motivations and significance of writing this thesis.Chapter Two covers a literature review that is relevant to tolerance of ambiguity and readingcomprehension achievement including both theoretical framework and empirical studies.Chapter Three centers on the description of the research design in which detailed information aboutresearch questions, subjects, instruments, procedures in relation to the experiment are provided.Chapter Four makes a careful analysis about the data obtained from the study and gives a detaileddiscussion on the results and findings of the present study. In this part, the theories underlying this topichave been tested and verified.Chapter Five provides concluding remarks together with some suggestions to language teaching andlearning and how to foster and maintain learners’ tolerance of ambiguity in order to achieve better readingachievement; in addition, some limitations as well as some recommendations for the future research arepointed out together at the ending of this paper.

Chapter 2 Literature ...................... 20-37
    2.1 Reviews on tolerance ...................... 20-28
        2.1.1 The definition of ...................... 20-23
        2.1.2 TOA/ITOA and second/ ...................... 23-28
    2.2 Reviews on reading...................... 28-35
        2.2.1 The definition of ...................... 28-29
        2.2.2 Reading models ...................... 29-33
        2.2.3 Schema theory ...................... 33-34
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