Author(s)

Yougen Lou^1*, Pei Xu², Honglian Liu³, Xiaoxu Wei⁴

¹School of Foreign Studies, Yangtze University, Jingzhou, China.
²Paotong Elementary School, Wuhan, China.
³Jingzhou Experimental Middle School, Jingzhou, China.
⁴College of Foreign Language, Hunan University, Changsha, China.

This paper is a study of effects of non-English-majored graduates’ tolerance of ambiguity (TA) on their scores of College English Test grade 6. The subjects for this study are 115 non-English-majored graduates from Yangtze University. The results in this study showed that the non-English-majored graduates’ TA was varied and their TA distributed normally; their TA was significantly correlated with their scores in listening and their total scores; there was a weak positive correlation between their TA and their scores in reading; but their scores in writing were not significantly correlated with their TA. The author hopes that the results and analyses in the paper will be a bit helpful to foreign language teaching and learning in China.

Non-English-Majored Graduates, Scores, Tolerance of Ambiguity

Lou, Y. , Xu, P. , Liu, H. and Wei, X. (2015) A Study of the Correlation between Non-English-Majored Graduates’ Scores of College English Test 6 and Tolerance of Ambiguity. Creative Education, 6, 2169-2173. doi: 10.4236/ce.2015.620221.