Effect of Gender on Ambiguity Tolerance of Iranian English language learners

Abstract

Current study aimed to investigate the pattern of ambiguity tolerance among Iranian English language learners. Further, this study examines whether any statistically significant difference existed between Iranian male and female learners' in their ambiguity tolerance. To this end, to instruments of Second Language Ambiguity Tolerance Scale (SLATS) developed by Ely (1995), and a questionnaire on participants' demographic information were used to collect the data. Results indicated that, the participants' average ambiguity tolerance score were highest in items related to reading skill and the lowest in items pertained to writing skill. On the part of gender effect, no statistically significant difference was revealed between Iranian male and female English language learners in their ambiguity tolerance. Finally, implications were provided for English language teachers and researchers. Keywords: ambiguity tolerance, gender, language learning, Iranian learners

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