An Analysis Of Tolerance Of Ambiguity In Second Language Acquisition

Ambiguity is one of the main characteristics of a second language learning situation. Many second language learning theoreticians and applied linguists claimed that successful language learning necessitates a degree of tolerance of ambiguity (TOA). It is part of a continuing research effort to discover and comprehend the relationship between TOA and language learning. The purpose of this study was to picture the overall ambiguity tolerance situation of Chinese students, to examine TOA differences in second language acquisition in terms of gender and to explore the relationship between TOA and second language learning achievements. The subjects for the study were 123 EFL university students randomly drawn from all sophomores of science and engineering at Harbin Institute of Technology. Data required by the study were obtained by using two measurements: the Second Language Tolerance of Ambiguity Scale and College English Test Band 4 (CET-4). The data were analyzed using one-way analysis of variance and t-test. Results showed no significant difference of TOA among subjects of different genders, no correlation between TOA and second language learning achievements but a significant variance in the mean scores among the high, middle, and high ambiguity tolerance groups. The t-test revealed that the moderate ambiguity tolerance group scored significantly higher than the low and high groups, and the low and high groups were not found to be significantly different. Based on these results, it is recommended that EFL students be helped to become moderate ambiguity tolerant students.