Exploring the Tolerance of Ambiguity and Grammar Achievement of Advanced EFL Learners

Abstract

A lot of English as foreign learners (EFL) have difficulty in acquiring foreign language (FL) grammar. Various speculations have been made regarding the factors affecting learning grammar. As such, teaching grammar should be cognizant of learning styles. It is necessary to take into consideration learning styles since learners' performance is affected by their learning styles (Ueno, 2005). Having this in mind, the present study aimed to investigate the tolerance/intolerance of ambiguity of EFL learners. It also sought the relationship between ambiguity tolerance (TA) and grammar acquisition of advanced EFL learners. To do so, a version of the TOEFL test was administered to measure the participants' achievement in grammar. Then, Second Language Tolerance of Ambiguity Scale (SLTAS) was given to the learners. Based on the findings, advanced EFL learners were TA in some contexts and intolerant in some others. Findings also revealed that there is a significant relationship between overall grammar knowledge of Iranian EFL learners and TA. Moreover, the effect of learners' gender on TA was supported.