How to Cultivate Middle School Students’ Tolerance of Ambiguity in English Reading

Jinyang He

doi:10.54097/v3axn434

Authors

Jinyang He China West Normal University, Nanchong, Sichuan Province, 637002, China

DOI:

https://doi.org/10.54097/v3axn434

Keywords:

Tolerance of ambiguity; English reading ability; middle school students.

Abstract

Tolerance of Ambiguity (TOA) is a key component of learning styles, which plays a crucial role in middle school students’ English reading ability. At present, middle school students generally have a polarized phenomenon in TOA in English reading, some hinder their reading process by over-focusing on ambiguities, while others impair the depth of their comprehension by ignoring ambiguity. Based on the core concept of TOA and relevant research results, combined with the characteristics of middle school students’ English learning, this paper puts forward specific strategies for cultivating middle school students’ TOA in English reading from three dimensions: differentiated instruction, reading strategy guidance, and internal motivation stimulation, aiming to provide reference for optimizing middle school English reading teaching and improving students’ comprehensive reading ability.

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