| Abstract | 第5页 |
| 摘要 | 第6-9页 |
| 1. Introduction | 第9-12页 |
| 1.1 BACKGROUND OF THIS THESIS | 第9页 |
| 1.2 MAIN PURPOSE AND SIGNIFICANCE OF THE THESIS | 第9-10页 |
| 1.3 ORGANIZATION OF THE THESIS | 第10-12页 |
| 2. Literature Review | 第12-19页 |
| 2.1 TOLERANCE OF AMBIGUITY | 第12-15页 |
| 2.1.1 The Definition of TOA | 第12页 |
| 2.1.2 Classification of Tolerance of Ambiguity | 第12-13页 |
| 2.1.3 Relationship between Tolerance of Ambiguity and Language Learning Proficiency | 第13-15页 |
| 2.2 LANGUAGE LEARNING STRATEGY | 第15-19页 |
| 2.2.1 Definition of LLS | 第15页 |
| 2.2.2 Classification of Language Learning Strategy | 第15-16页 |
| 2.2.3 Research on LLS | 第16-19页 |
| 2.2.3.1 Relationship between Language Learning Strategy and Language Learning Proficiency | 第16-17页 |
| 2.2.3.2 Relationship between Tolerance of Ambiguity and Language Learning Strategy | 第17-19页 |
| 3. Methodology | 第19-23页 |
| 3.1 RESEARCH QUESTIONS | 第19页 |
| 3.2 SUBJECTS | 第19-20页 |
| 3.3 RESEARCH INSTRUMENT | 第20-21页 |
| 3.3.1 Second Language Tolerance of Ambiguity Scale | 第20页 |
| 3.3.2 Oxford's SILL | 第20-21页 |
| 3.3.3 CET-4 Model Test | 第21页 |
| 3.4 RESEARCH PROCEDURES | 第21-23页 |
| 3.4.1 Data Collection | 第21页 |
| 3.4.2 Data Analysis | 第21-23页 |
| 4. Results and Discussion | 第23-33页 |
| 4.1 RESULTS | 第23-30页 |
| 4.1.1 Overall situation of subjects' Tolerance of Ambiguity and Language Learning Strategy | 第23-26页 |
| 4.1.2 Relationship between Tolerance of Ambiguity and Language Learning Strategy | 第26-27页 |
| 4.1.3 Relationship between Tolerance of Ambiguity and CET-4 Model Test | 第27页 |
| 4.1.4 Relationship between Language Learning Strategy and CET-4 Model Test | 第27-28页 |
| 4.1.5 Co-relationship among The Three Variables | 第28-30页 |
| 4.2 DISCUSSIONS | 第30-33页 |
| 5. Conclusion | 第33-37页 |
| 5.1 MAIN FINDINGS OF THE RESEARCH | 第33页 |
| 5.2 IMPLICATIONS OF THE RESEARCH | 第33-35页 |
| 5.3 LIMITATIONS OF THE RESEARCH | 第35-36页 |
| 5.4 SUGGESTIONS FOR FURTHER RESEARCH | 第36-37页 |
| References | 第37-40页 |
| Appendix Ⅰ | 第40-45页 |
| Acknowledgement | 第45页 |
