Tolerance of Ambiguity, Reading Strategies and Foreign Language Anxiety in English Learning

Abstract

As a second language, learners may face difficulties such as tolerance of ambiguity, reading strategies and foreign language anxiety in the process of learning English, and these factors may have an impact on learners' language learning outcomes. Therefore, this study aims to delve into these factors and analyze their impact on English learning outcomes. This study adopts research methods such as questionnaires, experiments and text analysis to collect and analyze data on learners' tolerance of ambiguity, reading strategies and foreign language anxiety in the process of English learning. The study found that the level of learners' tolerance of ambiguity is related to factors such as their vocabulary, grammar knowledge level, reading ability and language background. In addition, learners' reading strategies are closely related to factors such as their reading speed, vocabulary, grammar knowledge level and reading purpose. Finally, foreign language anxiety negatively affects learners' language learning outcomes. The findings of this study indicate that factors such as tolerance of ambiguity, reading strategies and foreign language anxiety have important influences on English learning outcomes. Therefore, in teaching practice, corresponding teaching methods and strategies should be adopted to help learners improve their tolerance of ambiguity level, develop effective reading strategies and reduce foreign language anxiety.