Tolerance of Ambiguity

Current study aimed to investigate the pattern of ambiguity tolerance among Iranian English language learners. Further, this study examines whether any statistically significant difference existed between Iranian male and female learners' in their ambiguity tolerance. To this end, to instruments of Second Language Ambiguity Tolerance Scale (SLATS) developed by Ely , and a questionnaire on participants' demographic information were used to collect the data. Results indicated that, the participants' average ambiguity tolerance score were highest in items related to reading skill and the lowest in items pertained to writing skill. On the part of gender effect, no statistically significant difference was revealed between Iranian male and female English language learners in their ambiguity tolerance. Finally, implications were provided for English language teachers and researchers.

International Journal of English and Cultural Studies, 2018

The study examines the process of foreign language learning. The aim was to investigate dynamics and stability of the variable tolerance of ambiguity in the process of learning a foreign language through the means of specifically designed linguistic intervention program. The investigation aimed to find out the impact of the intervention called The Linguistic Intervention Program in the process of foreign language learning and tolerance of ambiguity in the foreign language performance. Moreover, the purpose was to investigate long-lasting changes in the selected periods, after one year. The focus was put on the ability to create a cognitive structure, especially the ability to achieve cognitive structuration. The linguistic intervention program represented a method of active social learning, and autonomous learning.The approaches we used were the following: relaxation, cooperative techniques, communication techniques, and the techniques aimed at social perception and intercultural co...

English Language …, 2012

The present study aimed to explore how tolerant of ambiguity Iranian EFL learners at university level are and if gender plays a role in this regard. To this end, upon filling in the revised SLTAS scale of ambiguity tolerance 194 male and female Iranian teacher trainees were assigned to three ambiguity tolerance groups; namely, high, moderate and low. Cluster analysis of the SLTAS scores indicated that Iranian EFL learners were mostly moderate as far as tolerance of ambiguity was concerned. Examining the gender differences through an independent sample t-test manifested that female participants were less tolerant of ambiguity than their male peers. Also, the differences between the expected and observed number of participants categorized in the three AT groups were non-significant undermining the role of gender as a moderator variable in assigning participants to AT groups and further approving of SLTAS validity. Implications for classroom practice are presented in the light of findings. The results are helpful in syllabus design and teaching methodology.

Journal of Education and Practice, 2011

Current study aimed to investigate the pattern of ambiguity tolerance among Iranian English language learners. Further, this study examines whether any statistically significant difference existed between Iranian male and female learners' in their ambiguity tolerance. To this end, to instruments of Second Language Ambiguity Tolerance Scale (SLATS) developed by Ely (1995), and a questionnaire on participants' demographic information were used to collect the data. Results indicated that, the participants' average ambiguity tolerance score were highest in items related to reading skill and the lowest in items pertained to writing skill. On the part of gender effect, no statistically significant difference was revealed between Iranian male and female English language learners in their ambiguity tolerance. Finally, implications were provided for English language teachers and researchers. Keywords: ambiguity tolerance, gender, language learning, Iranian learners

This study developed a scale of tolerance of ambiguity (as an aspect of personality or cognitive style) related to second language learning. The scale was used to discover i f tolerance of ambiguity influences students' use of various second language strategies. The research was carried out with students of Spanish at the university level. Multiple regression analysis provided partial confirmation of several specific hypotheses regarding tolerance of ambiguity. Strength of motivation, attitude, and concern for grade were also found to influence use of strategies.

2009

Background-Ambiguity is the perception of inadequate information arising from certain characteristics of a situation. In a situation that demands evaluation or choice, the perception of ambiguity is threatening and presents a cognitive challenge. Research has examined AT (Ambiguity Tolerance) levels and their influence on decision making in business and financial scenarios. Aims-This paper aims to investigate the AT levels of a sample of accounting students and to compare them with the AT levels of students on other social sciences degree courses. Instrument and Sample-The instrument used is the Spanish version of MSTAT-II (McLain, 2008). The sample is composed of students enrolled on various degree courses at a Spanish University (Universidad de Huelva). Results and implications-The results of the questionnaire present high levels of internal consistency with the sample. Accounting students are shown to present lower levels of AT than students enrolled on other social sciences degree courses. The implications for universities and education are discussed.

A qualitative-quantitative study was conducted on students preparing for their Master's degree in English, linguistic and literary branch, at the Lebanese University, the deanship, to investigate the participants' perception of ambiguity in language. Ambiguity in language is considered a problematic issue since it hinders precise language processing. Ambiguity leads to a confusion of ideas in the reader's mind, for the reader will struggle to decide on the precise meaning intended behind an utterance. This study presented a holistic view on EFL learners' perception of ambiguity. Via three questionnaires, the subjects' perception of ambiguity was tested on the recognition and production levels as well as sentential and textual levels. The results depicted that the subjects were unaware of ambiguous language, and at many times ambiguity hindered the subjects' ability to process language precisely. The research threw at some strategies that aid in disambiguating ambiguous language on the production level, and deciphering ambiguity on the interpretation level. Implications and recommendations for teachers, students, and curriculum designers were offered in the light of the study's findings.

JOURNAL OF LANGUAGE STUDIES, 2023

Ambiguity tolerance (AT), is defined as "the degree to which you are cognitively willing to tolerate ideas and propositions that run counter to your belief system or structure of knowledge." Ambiguity tolerance is one of the most important learning styles that focus on the learners' learning more than the methodology. The study aims to investigate the EFL students' perception of ambiguity tolerance. The study is a quantitative descriptive one. The sample of 53 students was selected randomly from the fourth stage at the department of English Language, College of Education for Women/ University of Baghdad. They responded to the Second Language Tolerance of Ambiguity Scale (SLTAS) modified by Erten and Topkaya (2009). The study tool's validity is ascertained by giving the scale to the number of experts to decide its suitability to measure the study aims, while the reliability has been ascertained by using the alpha-Cronbach formula. After finding out the waiting means and percentages of the scale items, the results showed that the degree of tolerance of ambiguity is moderated for all the scale items. This result indicates that the EFL students' willing to tolerate moderately the ambiguity of the foreign language structure and knowledge that run counter to their native language structure and knowledge. Accordingly, several recommendations and suggestions are set forward.

2015

Learning a new language is akin to exploring an unknown land as ambiguous situations are prevalent in language learning. Ambiguity tolerance, which can hinder or facilitate language learning, is considered as an important learning style. The purpose of the present study was to understand how tolerant/intolerant EFL learners are of foreign language ambiguities in addition to exploring whether tolerance of ambiguity of EFL learners affects their vocabulary knowledge. The study also aimed to probe whether there is any gender-related difference in tolerance of ambiguity of EFL learners and investigated whether ambiguity tolerance is related to self-perceived success of Turkish EFL learners in foreign language vocabulary. This study was conducted with 60 freshmen enrolled in the English Language Teaching (ELT) Department of a state university in Turkey. The data collection instruments consisted of the Second Language Tolerance of Ambiguity Scale and the Vocabulary Levels Test. The data w...

Bilingualism: Language and Cognition

Previous research has shown that bilingual speakers may be more tolerant to ambiguity, they might perceive situations of ambiguity more interesting, challenging and desirable (e.g., Dewaele & Li, 2013). To our knowledge, no data are available addressing the question whether the language in use can have an effect on the personality trait of tolerance of ambiguity (ToA). This study investigated whether and how reading statements in a second language (L2), as opposed to the native language (L1), affects ToA. 387 Italian–English bilingual adults completed a questionnaire measuring levels of ToA either in English or Italian. Results revealed that processing information in L2 promoted higher scores of ToA overall and in sentences that were related to challenging perspectives and change. Age, gender and L2 proficiency were significant predictors of higher ToA scores. This study offers new evidence that processing information in a L2 can affect tolerance of ambiguous situations.