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An Analysis of Tolerance of Ambiguity in Second Language Learning
WANG Daqing
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DOI:10.17265/1539-8072/2021.09.003
Northeastern University, Shenyang, China
In the second language learning, English learners have to face many unavoidable psychological problems, especially the tolerance of ambiguity which plays a vital role in the final result of learning. Traditionally, ambiguity, which means more than two kinds of understandings, is regarded to hindering a learner from making progress. However, based on the cognitive theory, the paper points out that language learning is a moving process from states of doubt and ambiguity to certainty and the tolerance of ambiguity is just the sign of language learning development. The paper also tries to analyze the causes of tolerance of ambiguity from cognitive learning style, learners’ strategies, and self-concern factors. According to the English teaching conditions in China, the balance of tolerance of ambiguity is proposed in order to gain the ideal learning.
ambiguity, tolerance, second language learning
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