Exploring the relationship between tolerance of ambiguity of EFL learners and their vocabulary knowledge

Belirsiz durumların yaygınlığından dolayı yeni bir dil öğrenmek bilinmeyen bir arazi keşfetmeye benzer. Dilöğrenmeyi engelleyen ya da kolaylaştıran belirsizlik hoşgörüsü önemli bir öğrenme stili olarak kabul edilir. Buçalışmanın amacı, İngilizceyi yabancı dil olarak öğrenenlerin belirsizlik hoşgörülerinin sözcük bilgilerinietkileyip etkilemediğini araştırmanın yanı sıra onların yabancı dil belirsizliklerine karşı ne kadarhoşgörülü/hoşgörüsüz olduklarını anlamaktır. Çalışma ayrıca İngilizceyi yabancı dil olarak öğrenenlerinbelirsizlik hoşgörülerinde cinsiyete dayalı bir fark olup olmadığını incelemeyi amaçlar ve belirsizlikhoşgörüsünün İngilizceyi yabancı dil olarak öğrenen Türk üniversite öğrencilerinin yabancı dil sözcüköğrenimine ilişkin başarı algıları ile ilişkili olup olmadığını araştırır. Bu çalışma Türkiye"de bir devletüniversitesinde İngilizce Öğretmenliği Programı"na kayıtlı 60 birinci sınıf öğrencisi ile yürütülmüştür. Veritoplama araçları İkinci Yabancı Dil Belirsizlik Hoşgörüsü Ölçeği ve Sözcük Seviyeleri Testi"nden oluşmaktadır.Veriler SPSS 21 yazılımı kullanılarak betimsel olarak analiz edilmiştir. Çalışmanın bulguları İngilizceyi yabancıdil olarak öğrenenlerin öğrenme sürecinde genel olarak orta düzeyde belirsizlik hoşgörüsüne sahip olduklarını vecinsiyetin belirsizlik hoşgörüsü üzerinde önemli bir etkiye sahip olmadığını ortaya çıkarmıştır. Belirsizlikhoşgörüsü ile sözcük bilgisi arasında anlamlı bir ilişki bulunmazken, öğrencilerin yabancı dil sözcük öğrenimineilişkin başarı algıları ile belirsizlik hoşgörüleri arasında anlamlı bir ilişki tespit edilmiştir. Bulgular ışığında sınıfiçi uygulamalara ve bu konuda yapılabilecek araştırmalara ilişkin öneriler sunulmuştur.

ingilizceyi yabancı dil olarak öğrenenlerin belirsizlik hoşgörüleri ve sözcük bilgileri arasındaki ilişkinin incelenmesi

Learning a new language is akin to exploring an unknown land as ambiguous situations are prevalent in language learning. Ambiguity tolerance, which can hinder or facilitate language learning, is considered as an important learning style. The purpose of the present study was to understand how tolerant/intolerant EFL learners are of foreign language ambiguities in addition to exploring whether tolerance of ambiguity of EFL learners affects their vocabulary knowledge. The study also aimed to probe whether there is any gender-related difference in tolerance of ambiguity of EFL learners and investigated whether ambiguity tolerance is related to self-perceived success of Turkish EFL learners in foreign language vocabulary. This study was conducted with 60 freshmen enrolled in the English Language Teaching (ELT) Department of a state university in Turkey. The data collection instruments consisted of the Second Language Tolerance of Ambiguity Scale and the Vocabulary Levels Test. The data were analyzed descriptively using the SPSS 21 Software. The findings of the study revealed that EFL learners have a moderate level of ambiguity tolerance in foreign language learning and that gender does not have any significant impact on tolerance of ambiguity. It was also found that there is no significant relationship between tolerance of ambiguity and vocabulary knowledge whereas a significant relationship between tolerance of ambiguity and self-perceived achievement in foreign language vocabulary learning was identified. In the light of the findings, some practical recommendations were noted.

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