已有研究证明词汇附带习得是二语学习者扩充词汇量的重要途径。因此，进一步寻找更多影响词汇附带习得效果的因素对于研究者和二语学习者来说都是很有意义的事情。而歧义容忍度也是二语学习研究中的一个热门话题，它是指个体在陌生情境下，面对一系列不熟悉、复杂的线索时，感知和处理有关模糊情境或信息的方式。歧义容忍度作为学习者个体差异的一个方面，已被发现对学习者的阅读效果和语言习得水平有所影响。虽然已经存在对歧义容忍度与二语学习和阅读的相关性展开的研究，但相对而言，歧义容忍度与词汇附带习得的相关性的研究较少。本文对30名中学生进行问卷调查收集数据，并利用SPSS对结果进行定量分析研究，探讨歧义容忍度与附带词汇习得之间是否存在相关性，并就歧义容忍度与附带词汇习得间的正相关性结果推测其原因。本研究希望能让高中生了解更多关于词汇附带习得、歧义容忍度的知识，并帮助他们认识到两者之间的关系。学生在阅读过程中可以有意识地学会调节自己的歧义容忍度，最大限度地发挥优势，缓解由不熟悉情况带来的焦虑，从而提高词汇学习水平。

Incidental vocabulary acquisition has been proved to be an important approach for second language learners to expand vocabulary. Therefore, finding more factors influencing the effect of incidental vocabulary acquisition can be meaningful for both researchers and second language learners.

Tolerance of ambiguity refers to the way an individual perceives information about ambiguous situations or stimuli when confronted with an array of unfamiliar, complex, or incongruent clues. As an aspect of individual differences, tolerance of ambiguity has been found to have an impact on learners’ reading effect and the level of language acquisition. Although there was research on relevance of tolerance of ambiguity to second language learning and reading, the correlation between tolerance of ambiguity and incidental vocabulary acquisition has relatively been ignored. This paper applies literature research method and survey research, using questionnaires on 30 high school students to collect data. Then SPSS is used to analyze the data to find if there is correlation between tolerance of ambiguity and incidental vocabulary acquisition. Initial speculation is also conducted to explain the cause of positive correlation found in the research. The study hopes to let high school students know more about incidental vocabulary acquisition, their tolerance of ambiguity and help them realize the relationship between the two. Students can consciously learn to regulate their tolerance of ambiguity, maximize the advantages and relieve the anxiety brought by unfamiliar situations while reading, so as to improve his or her vocabulary learning.