Differences in FL Reading Comprehension Among High-, Middle-, and Low-Ambiguity Tolerance Students

El-Koumy, Abdel Salam A.

doi:10.2139/ssrn.2365143

Cited by 18 publications

(19 citation statements)

References 9 publications

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“…As an EFL learner who is involved in reading, deals with unknown words, structures, and grammar, when such ambiguity is tolerated, the reader is predicted to achieve a better comprehension of the reading text, which interprets and confirms the finding of the current study. It is worth mentioning that, finding of the current study is in line with findings of a number of previous related studies (El-Koumy, 2000;Erten & Topkaya, 2009;Hadiani, 2005).…”

Section: Discussionsupporting

confidence: 93%

“…Several studies on different aspects of ambiguity tolerance and its influence on language learning have been conducted in past years (Chappelle, 1983;El-Koumy, 2000;Erten & Topkaya, 2009;Kazamia, 1999;Khajeh 2002;Liu, 2006). Studies on language learning strategies have gained floor, as they are regarded to play an important role in helping learners to have better language learning achievements.…”

Section: Introductionmentioning

confidence: 99%

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An Analysis of the Associations between Ambiguity Tolerance and EFL Reading Strategy Awareness

Kamran¹,

Maftoon²

2012

ELT

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The current study is an attempt to investigate whether any statistically significant relationship existed between Iranian EFL learners' ambiguity tolerance (AT) and their reading strategy use. To this end, three instruments of Survey of Reading Strategy (Mokhtari & Sheorey, 2002), Second Language Ambiguity Tolerance Scale (Ely, 1995), and a reading test were administered to 114 (60 female and 54 male) intermediate level EFL learners of Iran Language Institute. The results of data analyses indicated that no statistically significant relationship existed between participants' AT and their overall reading strategy use. Also no statistically significant relationship existed between participants' AT and their use of Global, Problem Solving, and Support subscales of reading strategy. Further, the results revealed a statistically significant and positive relationship between AT and reading comprehension scores of the participants. Regarding findings of the study, pedagogical implications were presented for teachers and materials developers in the field of EFL teaching/learning.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

An Analysis of the Associations between Ambiguity Tolerance and EFL Reading Strategy Awareness

Kamran¹,

Maftoon²

2012

ELT

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“…According to Ely (1995), greater sensitivity to ambiguous language input may actually prevent language acquisition, although fossilization in language acquisition may occur when learners are not sufficiently sensitive to ambiguous language elements. Such research shows that moderately tolerant learners may be more successful than learners with high or low levels of tolerance (El-Koumy, 2000). Further studies are thus necessary to interpret the role of AT in language learning, especially in the EFL context.…”

Section: At In Language Learningmentioning

confidence: 99%

“…These studies indicate a positive correlation between the degree of AT and language achievement and other variables of language learning. For example, AT has been found to be related to performance on grammar and dictation tests (Chapelle & Roberts, 1986), listening comprehension (Naiman, Frohlich, Stern, & Todesco, 1978), reading comprehension (El-Koumy, 2000;Kondo-Brown, 2006), and English achievement (Lori, 1990).…”

Section: At In Language Learningmentioning

confidence: 99%

A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency

Chiang¹

2016

ELT

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This article presents a preliminary investigation of the inter-relationships between English learners' tolerance for ambiguity, their classroom work styles, and their level of English proficiency. The study population comprised 46 English as a foreign language (EFL) students attending a technical college in Taiwan. The findings indicated that a large percentage of these students had moderate to high levels of tolerance for ambiguity. In contrast to the findings of previous studies, our results showed no significant relationship between ambiguity tolerance and classroom work styles. The relationship between ambiguity tolerance and English proficiency in terms of the Test of English for International Communication (TOEIC) scores was almost statistically significant. However, tolerance for ambiguity and classroom work styles showed a statistically significant association with English proficiency. Recommended extensions of the study are discussed, and general directions for future research are suggested. Teaching implementations are also proposed.

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“…As L2 learning and ambiguity seem to go hand in hand, it comes as no surprise that TA is considered a beneficial trait for the language learner and has therefore received considerable attention in the second language acquisition field (Ely, 1995;Ehrman, 1993). The construct has been related to a number of language competences including speaking skills, writing skills, reading comprehension and general language proficiency (Chapelle & Robert, 1986;El-Koumy, 2000;Kondo-Brown, 2006). These studies conclude that TA is a predictor of foreign language learning success.…”

Section: Introductionmentioning

confidence: 99%

Investigating tolerance of ambiguity in expert and novice translators and interpreters: an exploratory study

Rosiers

Eyckmans

2017

Trans-Int

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In recent years socio-psychological language research has influenced the fields of translation and interpreting studies resulting in a growing interest in personality traits such as extraversion, emotional stability, self-efficacy and risk-taking as relevant constructs of translator competence and interpreter aptitude (Hubscher-Davidson, 2009;Bolaños Medina, 2014). A personality trait that has received limited attention, especially in relation to interpreting, is tolerance of ambiguity (TA). TA is generally described as the ability to manage situations that are new, complex or insoluble (Budner, 1962). As these types of situations seem to be inherent to the translation and interpreting practice, the construct has interesting potential. This study aims to shed some light on the level of TA in novice and expert translators and interpreters. To this end, we have administered the Tolerance for Ambiguity Scale (Herman, Stevens, Bird, Mendenhall & Oddou, 2010) to two groups of student interpreters (n=20) and translators (n=20) and two professional populations of interpreters (n=20) and translators (n=14). The results indicate a significant difference between interpreters and translators at the professional level regardless of age. This seems to suggest that the nature of the interpreter's job aids the development of tolerance of ambiguity.

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Differences in FL Reading Comprehension Among High-, Middle-, and Low-Ambiguity Tolerance Students

Cited by 18 publications

References 9 publications

An Analysis of the Associations between Ambiguity Tolerance and EFL Reading Strategy Awareness

An Analysis of the Associations between Ambiguity Tolerance and EFL Reading Strategy Awareness

A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency

Investigating tolerance of ambiguity in expert and novice translators and interpreters: an exploratory study

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