| In the existing literature, there is an inadequacy in the study of tolerance of ambiguity (TOA) as the dependent variable (Furnham & Ribchester,1995). Also, both indirect learning strategies and TOA are closely related to emotion (Oxford & Burry-Stock, 1995; Frenkel-Brunswik,1949). Hence, with indirect learning strategies chosen as the independent variable and TOA as the dependent variable, this study aims to identify the relationship between the use of indirect learning strategies and TOA demonstrated by EFL (English as a foreign language) non-English majors. The research questions are:1) What are the characteristics of indirect learning strategy use and TOA performed by two proficiency levels? 2) What are the correlations between the two variables demonstrated respectively by the two groups? 3) How does the use of indirect learning strategies respectively exert influence on TOA in the two groups in the case of there being correlations between two variables?Utilizing Ely’s scale of TOA (Ely,1989) and the scale of indirect learning strategies (Oxford & Burry-Stock,1995), this investigation was conducted via a questionnaire survey. Then statistical analyses revealed the following results.(1) High-proficiency subjects adopt indirect learning strategies more frequently than their counterparts in the low proficiency level, and both groups practice metacognitive strategies most frequently, with affective and social strategies not often utilized. Meanwhile, high-proficiency learners are more tolerant of what is uncertain while learning English.(2) The more frequently high-proficiency learners use affective and social strategies, the more intolerant of ambiguity they may appear. However, there is no correlation between TOA and the frequency of metacognitive strategy use in this group. In contrast, in the low proficiency level, if students employ the three kinds of indirect learning strategies more frequently, they will be more tolerant of uncertainty.(3) The regression analysis shows that if high-proficiency learners adopt social strategies more frequently, they will become more intolerant of what is unclear, which indicates that the frequency of social strategy use in this level can predict TOA. However, in the other group, with affective strategies employed increasingly frequently, students will be more tolerant of ambiguity. That is, the frequency of affective strategy use in the low proficiency level can predict learners’ TOA.Based on the discussion and analysis of the research results, some implications for EFL instructions have been obtained.(1) Learners should be encouraged to appropriately increase the frequency of social and affective strategy use. Instructors can help students reduce anxiety and recommend them to conduct more cooperative learning and give themselves more encouragement.(2) Although the use of indirect learning strategies benefits the learning efficiency, high-proficiency students should avoid overusing social strategies; otherwise they may become less tolerant of ambiguity. Since Chinese college students tend to present a low English proficiency level and simplification is quite common in their compositions, those relatively higher-proficiency leaners should less frequently adopt social strategies when their English proficiency reaches a certain level. In fact, in order to further improve their language proficiency, they should focus on the learning of a language itself, such as the training of the combination of syntactic complexity and complex mode of thinking.(3) Low-proficiency students should be helped to increase the frequency of indirect strategy use to an appropriate level, but what is more urgent is to improve their English proficiency through various ways. Furthermore, they should avoid the overuse of indirect strategies, especially affective strategies, or they may present excessive tolerance of what is unclear and become content with confusing situations, which may ultimately do harm to their acquiring English ability. |
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