| ACKNOWLEDGEMENTS | 第1-9页 |
| ABSTRACT | 第9-10页 |
| 摘要 | 第10-15页 |
| CHAPTER Ⅰ INTRODUCTION | 第15-21页 |
| ·Background | 第15-18页 |
| ·Purpose and Significance | 第18-19页 |
| ·Layout of the Thesis | 第19-21页 |
| CHAPTER Ⅱ LITERATURE REVIEW | 第21-36页 |
| ·Tolerance of Ambiguity | 第22-28页 |
| ·Definitions | 第22-24页 |
| ·Ambiguity | 第22-23页 |
| ·Tolerance of Ambiguity | 第23-24页 |
| ·Intolerance of Ambiguity | 第24页 |
| ·Classifications of TOA Features | 第24-25页 |
| ·Three levels of TOA Function | 第25-27页 |
| ·Measurement of TOA | 第27-28页 |
| ·The Effects of TOA/ITOA on Language Learning | 第28-30页 |
| ·Representative Studies of Tolerance of Ambiguity and Achievements | 第30-36页 |
| ·Representative Studies of TOA in Psychology | 第30-32页 |
| ·Representative Studies of TOA and Language Achievements in SLA | 第32-36页 |
| ·Overseas Representative Studies | 第32-33页 |
| ·Domestic Representative Studies | 第33-36页 |
| CHAPTER Ⅲ METHOD | 第36-43页 |
| ·Research Questions | 第36-37页 |
| ·Method | 第37-41页 |
| ·Subjects | 第37页 |
| ·Instruments | 第37-41页 |
| ·Classroom Observation | 第37-38页 |
| ·Interview | 第38-39页 |
| ·Questionnaire | 第39页 |
| ·English Mid-term Examination | 第39-40页 |
| ·SPSS 17.0 | 第40-41页 |
| ·Procedures | 第41页 |
| ·Pre-investigation | 第41页 |
| ·Investigation | 第41页 |
| ·Data Collection and Analysis | 第41-43页 |
| CHAPTER Ⅳ RESULTS AND DISCUSSION | 第43-60页 |
| ·Observation Results and Analysis | 第43-44页 |
| ·Interview Results and Analysis | 第44-46页 |
| ·Questionnaire Results and Analysis | 第46-60页 |
| ·Classification of TOA Groups | 第46-47页 |
| ·Differences in TOA and in English Achievements by Gender | 第47-52页 |
| ·Differences in TOA and in English Achievements by English Learning Efforts | 第52-53页 |
| ·Correlation between TOA Scores and English Scores | 第53-56页 |
| ·Differences in English Achievements among the Three TOA Groups | 第56-60页 |
| CHAPTER Ⅴ CONCLUSION | 第60-67页 |
| ·A Summary of the Major Findings | 第60-61页 |
| ·Pedagogical Implications | 第61-65页 |
| ·Improving Low Level TOA Students’ Autonomous Learning Ability | 第61页 |
| ·Applying Cooperative Learning to the Improvement of Students’ TOA | 第61-63页 |
| ·Reducing Anxiety and Creating a Relaxing Atmosphere | 第63页 |
| ·Identifying the Level of Tolerance of Ambiguity and Designing Proper Tasks | 第63-64页 |
| ·Improving Students’ Ability to Accommodate Their Schema | 第64-65页 |
| ·Limitations of the Study and Recommendations for Further Research | 第65-67页 |
| ·Limitations of the Study | 第65页 |
| ·Recommendations for Further Research | 第65-67页 |
| REFERENCES | 第67-70页 |
| APPENDIX Ⅰ | 第70-72页 |
| APPENDIX Ⅱ | 第72-73页 |
| APPENDIX Ⅲ | 第73页 |
