Abstract
The current trend in ELT (English Language Teaching) is though discussing issues pertaining pedagogical approaches, curricular-design, blended use of technology, views and roles of ELT practitioners, etc. but there is an area, namely ambiguity that goes unheeded in an EFL classroom. As a result, both the teachers and the learners remain deprived of decoding the phenomena of ambiguities to convey intended message in English. Therefore, this study aims to explore the probable ambiguities that become incomprehensible for an EFL learner in terms of decoding the intended meaning. In doing so, the study used content analysis as part of data collection; whereas, analytic induction was used as the method of data analysis. Under findings, the study reveals ten types of ambiguities that an ELT practitioner must discuss with the learners to understand ambiguous expressions.
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