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Exploring the Perceptions of EFL Learners on Ambiguity Tolerance: Sakarya University Sample

Year 2018, Volume: 8 Issue: 2, 224 - 233, 15.08.2018
https://doi.org/10.19126/suje.430219

Abstract

This study aims to investigate the perceptions of learners’ tolerance of ambiguity in the process of learning a foreign language. One of the language learning variables is ambiguity tolerance (AT) which can be defined as an attitude to understand the target structure with insufficient knowledge and to what extent learners tolerate the unknown items in the target language. Reacting the “ambiguous” structure shows whether a language learner is tolerant or intolerant; or to what extent learner tolerates the structure and how the feelings of the learners affect and shape their achievement on the degree of tolerance. A total of 109 students (43 preparatory class and 66 first-year) in English Language Teaching (ELT) department have responded to a 12-item questionnaire of Second Language Tolerance of Ambiguity Scale (SLTAS) which was modified by Erten and Topkaya (2009) for the purpose of shedding light on this issue. In order to highlight a more detailed perception, the scale was implemented on different levels of students to see their levels of avoiding ambiguity tolerance. The results indicated that students do not appear to tolerate ambiguous language structures well because of their high level of ambiguity tolerance. In addition, results have revealed that there is no significant difference between preparatory classes and first-year students’ levels of ambiguity tolerance. A open-ended questions consisting of four open-ended questions was carried out with six preparatory class and five first-year students with the aim of measuring the consistency between the statistical results and the results of the content analysis. The data obtained from the open-ended questions on tolerance of ambiguity revealed parallel results with some of the the studies reviewed in the current study.

References

  • Alahdadi, S., & Ghanizadeh, A. (2017). The Dynamic Interplay among EFL Learners' Ambiguity Tolerance, Adaptability, Cultural Intelligence, Learning Approach, and Language Achievement. Iranian Journal of Language Teaching Research, 5(1), 37-50.
  • Başöz, T. (2015). Exploring the relationship between tolerance of ambiguity of EFL learners and their vocabulary knowledge. Journal of Language and Linguistic Studies, 11(2), 53-66.
  • Chapelle, C. (1983). The relationship between ambiguity tolerance and success in acquiring English as a second language in adult learners. Unpublished doctoral dissertation, University of Illinois, United States.
  • Chapelle, C., & Roberts, C. (1986). Ambiguity tolerance and field independence as predictors of proficiency in English as a second language. Language Learning, 36(1), 27-45. doi.org/10.1111/j.1467-1770.1986.tb00367.x
  • Chiang, H. (2016). A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency. English Language Teaching, 9(6), 61-75. doi.org/10.5539/elt.v9n6p61
  • Chu, W. H., et al. (2015) The relationships between ambiguity tolerance, learning strategies, and learning Chinese as a second language. System, 49, 1-16. doi.org/10.1016/j.system.2014.10.015
  • Dewaele, J., & Ip, T. S. (2013). The Link between Foreign Language Classroom Anxiety, Second Language Tolerance of Ambiguity and Self-Rated English Proficiency among Chinese Learners. Studies In Second Language Learning And Teaching, 3(1), 47-66. doi.org/10.14746/ssllt.2013.3.1.3
  • Ehrman, M., & Oxford, R. (1990). Adult language learning styles and strategies in an intensive training setting. Modern Language Journal, 74(3), 311-327. doi.org/10.1111/j.1540-4781.1990.tb01069.x
  • El-Koumy, A. S. A. (2000). Differences in FL reading comprehension among high-, middle-, and low-ambiguity tolerance students. Paper presented at the national symposium on English language teaching in Egypt, March 21-23, 2000. Ain Shams University, Egypt (ED 445534). doi.org/10.2139/ssrn.2365143
  • Ely, C. (1989). Tolerance of ambiguity and use of second language learning strategies. Modern Language Journal, 22(5), 437- 445. doi.org/10.1111/j.1944-9720.1989.tb02766.x
  • Ely, C. M. (1995). Tolerance of ambiguity and the teaching of ESL. In J. M. Reid (Ed.), Learning styles in the ESL/EFL classroom, 102-118.
  • Erten, I. H. & Topkaya, E. (2009) Understanding Tolerance of Ambiguity of EFL Learners in Reading Classes at Tertiary Level. Novitas Royal, 3(1), 29-44.
  • Genç, G. (2016). Can ambiguity tolerance, success in reading, and gender predict the foreign language reading anxiety? Journal of Language & Linguistics Studies, 12(2), 135 151.
  • Haghani, N., & Bahmannejad, F. (2017). Reading Comprehension and Tolerance against Comprehension Ambiguities: An Empirical Study of Iranian GFL-Learners in Communicative Education. Journal of Education and Learning, 7(1), 1-12. doi.org/10.5539/jel.v7n1p1
  • Köksal, D., & Dündar, S. S. (2017). Factors affecting the use of self-regulated L2 learning strategies in Turkish FLE context. Journal of Language & Linguistics Studies, 13(2), 397-425.
  • Marzban, A., Barati, H. & Moinzadeh, A. (2011) An Investigation into Ambiguity Tolerance in Iranian Senior EFL Undergraduates. English Language Teaching, 5(1), 76-85. doi.org/10.5539/elt.v5n1p76
  • Norton, R. W. (1975). Measurement of ambiguity tolerance. Journal of Personality Assessment, 39, 607-619. doi.org/10.1207/s15327752jpa3906_11
  • Rastegar, M. & Kermani E. (2015) Emotional Intelligence, Tolerance of Ambiguity, and Language Learning Strategies Use of EFL Learners: A Study of Relations. Science Journal (CSJ), 36(3), 1962-1971. doi.org/10.4304/tpls.3.2.389-396
  • Sarıçoban, A., & Behjoo, B. M. (2017). Metacognitive Awareness of Turkish EFL Learners on Reading Strategies. Journal of Graduate School of Social Sciences, 21(1), 159-172.
  • Tayebinik, M. t., & Puteh, M. (2013). The role of ambiguity tolerance in participation in online EFL courses. British Journal of Educational Technology, 44(6), E207-E208. doi:10.1111/bjet.12087
  • Vahedi, V. S., & Fatemi, A. H. (2016). The Role of Emotional Intelligence and Tolerance of Ambiguity in Academic Iranian EFL Learners' Willingness to Communicate. Journal of Language Teaching & Research, 7(1), 178-184. doi:10.17507/jltr.0701.20
  • Vahid, S.A. et al. (2011) The Relationship Between Level of Ambiguity Tolerance and Cloze-Test Performance of Iranıan EFL Learners. Linguistic and Literary Broad Research and Innovation, 2(2), 149-169.
  • Varasteh, H., Ghanizadeh, A., & Akbari, O. (2016). The role of task value, effort-regulation, and ambiguity tolerance in predicting EFL learners’ test anxiety, learning strategies, and language achievement. Psychological Studies, 61(1), 2-12. doi.org/10.1007/s12646-015-0351-5

YDİ Öğrenenlerin Belirsizlik Toleransı Üzerine olan Algılarını Keşfetme: Sakarya Üniversitesi Örneği

Year 2018, Volume: 8 Issue: 2, 224 - 233, 15.08.2018
https://doi.org/10.19126/suje.430219

Abstract

Bu çalışma, yabancı dil öğrenim sürecinde öğrenenlerin belirsizlik tolerans algılarını araştırmayı amaçlamaktadır. Dil öğrenme değişkenlerinden biri, hedef yapıyı yetersiz bilgi ile anlamaya yönelik bir tutum ve öğrenenlerin hedef dilde bilinmeyen maddelere ne ölçüde tolerans gösterdiğini belirleyen belirsizlik toleransıdır (AT). “Belirsiz” yapıya tepki vermek, bir dil öğrenicisinin bu yapıyı tolere edip edemediğini gösterir; ya da öğrencinin yapıya ne derece hoşgörülü davrandığı ve öğrenenlerin duygularının başarıya etkilerini ve tolerans derecesine göre nasıl şekillendiklerini şekillendirir. İngilizce Öğretmenliği bölümünde (İÖ) öğrenim gören toplam 109 öğrenci (43 hazırlık sınıfı ve 66 birinci sınıf) çalışma konusuna ışık tutmak amacı ile Erten ve Topkaya (2009) tarafından adapte edilen İkinci Dil Tolerans Değeri Ölçeği (SLTAS) 12 maddelik bir anket doldurmuştur. Belirsizlikten kaçınma ölçeği farklı seviyelerde öğrenciler üzerinde algı seviyelerini ayrıntılı görmek için uygulanmıştır. Sonuçlar, öğrenenlerin yüksek düzeyde belirsizlik toleransı nedeniyle belirsiz dil yapılarını iyi tolere etmediklerini göstermektedir. Ayrıca, sonuçlar, hazırlık sınıfları ile birinci sınıf öğrencilerinin belirsizlik tolerans düzeyleri arasında anlamlı bir fark olmadığını ortaya koymuştur. İstatistiksel sonuçlarla içerik analizi sonuçları arasındaki tutarlılığı ölçmek amacıyla altı hazırlık sınıfı ve beş birinci sınıf öğrencisi ile dört açık uçlu sorudan oluşan yapılandırılmış bir görüşme gerçekleştirilmiştir. Belirsizlik toleransı üzerine yapılan görüşmelerden elde edilen veriler, mevcut çalışmada belirtilen bazı çelışmalarla paralel sonuçlar ortaya koymuştur.

References

  • Alahdadi, S., & Ghanizadeh, A. (2017). The Dynamic Interplay among EFL Learners' Ambiguity Tolerance, Adaptability, Cultural Intelligence, Learning Approach, and Language Achievement. Iranian Journal of Language Teaching Research, 5(1), 37-50.
  • Başöz, T. (2015). Exploring the relationship between tolerance of ambiguity of EFL learners and their vocabulary knowledge. Journal of Language and Linguistic Studies, 11(2), 53-66.
  • Chapelle, C. (1983). The relationship between ambiguity tolerance and success in acquiring English as a second language in adult learners. Unpublished doctoral dissertation, University of Illinois, United States.
  • Chapelle, C., & Roberts, C. (1986). Ambiguity tolerance and field independence as predictors of proficiency in English as a second language. Language Learning, 36(1), 27-45. doi.org/10.1111/j.1467-1770.1986.tb00367.x
  • Chiang, H. (2016). A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency. English Language Teaching, 9(6), 61-75. doi.org/10.5539/elt.v9n6p61
  • Chu, W. H., et al. (2015) The relationships between ambiguity tolerance, learning strategies, and learning Chinese as a second language. System, 49, 1-16. doi.org/10.1016/j.system.2014.10.015
  • Dewaele, J., & Ip, T. S. (2013). The Link between Foreign Language Classroom Anxiety, Second Language Tolerance of Ambiguity and Self-Rated English Proficiency among Chinese Learners. Studies In Second Language Learning And Teaching, 3(1), 47-66. doi.org/10.14746/ssllt.2013.3.1.3
  • Ehrman, M., & Oxford, R. (1990). Adult language learning styles and strategies in an intensive training setting. Modern Language Journal, 74(3), 311-327. doi.org/10.1111/j.1540-4781.1990.tb01069.x
  • El-Koumy, A. S. A. (2000). Differences in FL reading comprehension among high-, middle-, and low-ambiguity tolerance students. Paper presented at the national symposium on English language teaching in Egypt, March 21-23, 2000. Ain Shams University, Egypt (ED 445534). doi.org/10.2139/ssrn.2365143
  • Ely, C. (1989). Tolerance of ambiguity and use of second language learning strategies. Modern Language Journal, 22(5), 437- 445. doi.org/10.1111/j.1944-9720.1989.tb02766.x
  • Ely, C. M. (1995). Tolerance of ambiguity and the teaching of ESL. In J. M. Reid (Ed.), Learning styles in the ESL/EFL classroom, 102-118.
  • Erten, I. H. & Topkaya, E. (2009) Understanding Tolerance of Ambiguity of EFL Learners in Reading Classes at Tertiary Level. Novitas Royal, 3(1), 29-44.
  • Genç, G. (2016). Can ambiguity tolerance, success in reading, and gender predict the foreign language reading anxiety? Journal of Language & Linguistics Studies, 12(2), 135 151.
  • Haghani, N., & Bahmannejad, F. (2017). Reading Comprehension and Tolerance against Comprehension Ambiguities: An Empirical Study of Iranian GFL-Learners in Communicative Education. Journal of Education and Learning, 7(1), 1-12. doi.org/10.5539/jel.v7n1p1
  • Köksal, D., & Dündar, S. S. (2017). Factors affecting the use of self-regulated L2 learning strategies in Turkish FLE context. Journal of Language & Linguistics Studies, 13(2), 397-425.
  • Marzban, A., Barati, H. & Moinzadeh, A. (2011) An Investigation into Ambiguity Tolerance in Iranian Senior EFL Undergraduates. English Language Teaching, 5(1), 76-85. doi.org/10.5539/elt.v5n1p76
  • Norton, R. W. (1975). Measurement of ambiguity tolerance. Journal of Personality Assessment, 39, 607-619. doi.org/10.1207/s15327752jpa3906_11
  • Rastegar, M. & Kermani E. (2015) Emotional Intelligence, Tolerance of Ambiguity, and Language Learning Strategies Use of EFL Learners: A Study of Relations. Science Journal (CSJ), 36(3), 1962-1971. doi.org/10.4304/tpls.3.2.389-396
  • Sarıçoban, A., & Behjoo, B. M. (2017). Metacognitive Awareness of Turkish EFL Learners on Reading Strategies. Journal of Graduate School of Social Sciences, 21(1), 159-172.
  • Tayebinik, M. t., & Puteh, M. (2013). The role of ambiguity tolerance in participation in online EFL courses. British Journal of Educational Technology, 44(6), E207-E208. doi:10.1111/bjet.12087
  • Vahedi, V. S., & Fatemi, A. H. (2016). The Role of Emotional Intelligence and Tolerance of Ambiguity in Academic Iranian EFL Learners' Willingness to Communicate. Journal of Language Teaching & Research, 7(1), 178-184. doi:10.17507/jltr.0701.20
  • Vahid, S.A. et al. (2011) The Relationship Between Level of Ambiguity Tolerance and Cloze-Test Performance of Iranıan EFL Learners. Linguistic and Literary Broad Research and Innovation, 2(2), 149-169.
  • Varasteh, H., Ghanizadeh, A., & Akbari, O. (2016). The role of task value, effort-regulation, and ambiguity tolerance in predicting EFL learners’ test anxiety, learning strategies, and language achievement. Psychological Studies, 61(1), 2-12. doi.org/10.1007/s12646-015-0351-5
There are 23 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Orhan Kocaman 0000-0003-2431-8825

Melek Pamukoğlu This is me 0000-0002-3008-7114

Publication Date August 15, 2018
Published in Issue Year 2018 Volume: 8 Issue: 2

Cite

APA Kocaman, O., & Pamukoğlu, M. (2018). Exploring the Perceptions of EFL Learners on Ambiguity Tolerance: Sakarya University Sample. Sakarya University Journal of Education, 8(2), 224-233. https://doi.org/10.19126/suje.430219