| 中文摘要 | 第1-4页 |
| Abstract | 第4-9页 |
| Chapter 1 Introduction | 第9-13页 |
| ·Reasons for the Present Study | 第9-10页 |
| ·English Reading Requirements of New Curriculum to High School Students | 第9-10页 |
| ·Implication of the Previous Researches in This Field | 第10页 |
| ·Purpose of the Present Study | 第10页 |
| ·Significance of the Present Study | 第10-11页 |
| ·Structure of the Thesis | 第11-13页 |
| Chapter 2 Literature Review | 第13-25页 |
| ·Definition and Classification of English Reading Strategy | 第13-18页 |
| ·Definition of English Reading Strategy | 第13-14页 |
| ·Classification of English Reading Strategy | 第14-18页 |
| ·Definition and Classification of Tolerance of Ambiguity in English Reading | 第18-21页 |
| ·Definition of Tolerance of Ambiguity in English Learning | 第18-20页 |
| ·Definition of TOA in Psychological Field | 第18-19页 |
| ·Definition of TOA in Linguistic Field | 第19-20页 |
| ·Classification of Tolerance of Ambiguity in English Learning | 第20-21页 |
| ·Previous Studies of the Relationship Between TOA and Learning Strategy Abroad or TOA in English Reading and ERS at Home | 第21-23页 |
| ·Previous Studies of the Relationship Between TOA and Learning Strategy Abroad | 第21-22页 |
| ·Previous Studies of the Relationship Between TOA in English Reading and ERS at Home | 第22-23页 |
| ·Comments on the Previous Studies | 第23-25页 |
| Chapter 3 Methodology | 第25-30页 |
| ·Subjects | 第25页 |
| ·Research Questions | 第25页 |
| ·Instruments | 第25-28页 |
| ·Questionnair 1—English Reading Strategy Inventory | 第26-27页 |
| ·Questionnair 2—Tolerance of Ambiguity Scale in English Reading | 第27页 |
| ·Interview | 第27-28页 |
| ·Data | 第28-30页 |
| ·Data Collection | 第28-29页 |
| ·Data Analysis | 第29-30页 |
| Chapter 4 Results Analyses and Discussions | 第30-47页 |
| ·General Situation of Subjects' Tolerance of Ambiguity | 第30-34页 |
| ·Subjects' TOA in Unfamiliar Situation | 第31-32页 |
| ·Subjects' TOA in Complicated Situation | 第32-33页 |
| ·Subjects' TOA in Contradictory Situation | 第33-34页 |
| ·General Situation of Subjects' English Reading Strategy | 第34-42页 |
| ·Situation of the Use of Metacognitive Strategies | 第36-38页 |
| ·Situation of the Use of Cognitive Strategies | 第38-39页 |
| ·Situation of the Use of Affective/social Strategies | 第39-40页 |
| ·Analysis of Interview | 第40-42页 |
| ·Relationships Between TOA and ERS Utilization | 第42-45页 |
| ·Overall Relationships Between TOA and ERS Utilization | 第42-43页 |
| ·Detailed Relationships Between TOA and ERS Utilization | 第43-44页 |
| ·Analysis of Interview | 第44-45页 |
| ·Different Situations of TOA Between Male and Female Students | 第45-47页 |
| Chapter 5 Implications | 第47-54页 |
| ·Teachers' Roles in Cultivating Students' Tolerance of Ambiguity | 第47-49页 |
| ·Acquire Sufficient Knowledge of TOA | 第47页 |
| ·Methods to Cultivate Students' TOA | 第47-49页 |
| ·Making Students Aware of the Existence of TOA | 第47页 |
| ·Creating a Comfortable and Moderate Classroom Atmosphere | 第47-48页 |
| ·Integrating Culture with English Reading Teaching | 第48页 |
| ·Paying Attention to Individual Differences When Developingg Students' TOA | 第48-49页 |
| ·Teaching Systematic ERS to Improve Students' TOA | 第49页 |
| ·Teachers' Roles in Cultivating Students' English Reading Strategy | 第49-51页 |
| ·Acquire Sufficient Knowledge of ERS | 第49页 |
| ·Methods to Cultivate Students' ERS | 第49-51页 |
| ·Making Students Know the Importance of ERS | 第49-50页 |
| ·Grasping the General Utilization Situations of Students' ERS | 第50页 |
| ·Training Systematic English Reading Strategies on Students | 第50-51页 |
| ·Encouraging Students to Employ ERS in Reading Comprehension | 第51页 |
| ·Students' Roles in Developing Tolerance of Ambiguity | 第51-52页 |
| ·Students' Roles in Developing English Reading Strategy | 第52-54页 |
| Chapter 6 Conclusions | 第54-57页 |
| ·Findings of the Present Study | 第54-55页 |
| ·Deficiencies of the Present Study | 第55页 |
| ·Suggestions for Future Studies | 第55-57页 |
| Abbreviations | 第57-58页 |
| Bibliography | 第58-61页 |
| Appendixes | 第61-64页 |
| Appendix A | 第61-62页 |
| Appendix B | 第62-64页 |
| Acknowledgements | 第64-65页 |
