Ambiguity Of Language Tolerance

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It is predicted that successful language learners have the ability of tolerance and adaptation to unknown factors and vague segments of a new language.
Among learners there are several learning styles that we can point out the one of important one which is ambiguity tolerance (AT) and defined as “ the degree to which you are cognitively willing to tolerate ideas and propositions that run counter to your own belief system or structure of knowledge” (Brown, 2000: 119). As Ely (1989) mentioned, learning new language has its uncertainty and full of considerable amount of ambiguity during learning a foreign language. Needless to say that there are difficulties in an L2 context for learners specially in constructing meaningful interpretation to the inefficient of linguistic clues (Chapell & Roberts, 1986). As Furnham (1994) states ambiguity of tolerance is about information around ambiguous situation when learners face with amount of unfamiliar, complex or inharmonious will occurs for an individual (or group). Since learning a new language process is plentiful of ambiguity plays a crucial role in language learner’s success. White (1999) pointed that if ambiguity is not tolerated wisely, it puts learners in an awful situation which is not appropriate strategies and lead learners in a way may be negatively affected.

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Statement of the problem
Considering, that since there are some significant variables are exist in the area of ambiguity tolerance, which can be an obstacle or facilitate language learning, investigation into factors are decisive, that are expected to provide fruitful outcome. However the ambiguity of tolerance among Iranian EFL learners has not been vastly investigated, particularly the ambiguity of tolerance and learning vocabulary strategies can open doors of investigation in this field to provide better understanding of teaching and learning

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