The relationships between ambiguity tolerance, learning strategies, and learning Chinese as a second language

Abstract

Abstract The present study explored the relationships among ambiguity tolerance, language learning strategies, and L2 proficiency in the context of learning Chinese as a second language (CSL) in Taiwan. The three dimensions are inextricably linked to one another. Although a statistical relationship between ambiguity tolerance and overall strategy use could not be established, high ambiguity tolerance was identified to be a significant predictor of L2 competence and the use of L2-oriented learning strategies with less reliance on L1. It can be also argued that such L2-oriented learning strategies constitute the foundation for success in L2 learning. Successful CSL learners tended to employ strategies that focus on the understanding of overall meaning in communication, use Chinese in a natural and authentic context, and excel at monitoring their study and progress. Findings showed that language teachers should assist students with low ambiguity tolerance to cope with L2 ambiguity and further encourage them to take advantage of opportunities to use L2-oriented strategies, especially in a second language setting. An awareness of ambiguity tolerance and language learning strategies should be developed and taken into account by language instructors when designing course materials and classroom activities.