The Mechanism of Cultural Awareness in EnglishLearning Effectiveness: A Theoretical Exploration Based on Tolerance of Ambiguity

Abstract

Against the backdrop of increasing globalization and cross-cultural communication, the importance of Cultural Awareness in English learning has become increasingly prominent. However, traditional test-oriented education often neglects the cultivation of Cultural Awareness, and existing research predominantly focuses on the direct relationship between cultural awareness and English learning effectiveness, paying insufficient attention to its underlying mechanism of action. This study aims to construct and explore a theoretical model of the ‘Cultural Awareness--Tolerance of Ambiguity--English Learning Effectiveness’ mechanism. By integrating constructivist learning theory, Krashen’s input and affective filter hypotheses, cognitive load theory, and intercultural communication theory, this paper proposes that cultural awareness can not only directly promote English learning effectiveness by providing cultural schemata but also indirectly influence learning effectiveness by enhancing learners’ Tolerance of Ambiguity. As a crucial psychological variable, Tolerance of Ambiguity plays a mediating role between cultural awareness and learning outcomes by reducing learning anxiety and optimizing the allocation of cognitive resources. This study provides a novel theoretical perspective for understanding the interaction between affective and cognitive mechanisms in English learning, offering implications for future empirical research and the reform of English teaching practices.