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roficient andLow-proficient Learners ....... 58
4.5 Strategy on Ambiguity Tolerance and ReadingProficiency........ 61
Chapter 5 Conclusion........ 66
5.1 Summary of Major Findings ....... 66
5.2 Implications of the Research ....... 67
5.3 Limitations and Suggestions for Further Research ........ 68

Chapter 4 Results and Discussion

4.1 Relationship between Ambiguity Tolerance and Reading Strategies of Non-English Majors
In order to investigate whether there are relationships between students’tolerance of ambiguity and their use of reading strategies, questionnaires ofambiguity tolerance (SLATS) and reading strategies (SORS) are handled.Scores on Ely’s (1995) Second Language Tolerance of Ambiguity Scale varyfrom 12 to 48, and the higher the score one earns, the more tolerant the participantcould be. The descriptive table (Table 4.1) tells with the lowest score of 15 and thehighest one of 36, there are no subjects with extremely low or high level, and theaverage score is 26.56. Since the score of Second Language Tolerance of AmbiguityScale ranges from 12 to 48, a mid-point, 30, is taken as the division between higherlevel and lower level of ambiguity tolerance. In line with above division point,scores from 30 to 48 are regarded as the higher tolerant group while those from 12to 30 are seen as the lower tolerant group. The frequency analysis of these twogroups is made, as is shown in figure 4.1.

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Conclusion

This study is an attempt to explore the likely relationships between ambiguitytolerance, students’ reading comprehension ability and their perceived utilization ofdifferent strategies in reading. Furthermore, strategy training is executed to see thedifference it makes upon students. The findings of this study allow the author todraw several conclusions.Firstly, significant correlation is found between non-English major students’tolerance of ambiguity and reading strategies. It is shown that the higher thestudents are ambiguity tolerant, the more they are aware of reading strategies, andthe less they lose their focus in ambiguous language learning situations whilereading.Secondly, independent sample T-test analysis confirms that there existdistinctions on reading strategies utilization between high-tolerant and low-tolerantlearners. In detail, it can be concluded that high ambiguity tolerance students usereading strategies more effectively and flexibly than the low ambiguity tolerancestudents, especially the global reading strategies; yet most subjects possessawareness of using problem-solving and support strategies in actual readingprocess.
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Reference (omitted)

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