The Impact of Ambiguity Tolerance on Second Language Acquisition and Its Implications for Classroom Teaching

Xuan Luo

doi:10.63313/EH.9006

Authors

Xuan Luo China West Normal University, Nanchong 637000, China Author

DOI:

https://doi.org/10.63313/EH.9006

Keywords:

Ambiguity Tolerance, Second Language Acquisition, Classroom Teaching, Individual Differences, Learning Strategies

Abstract

As a key dimension of individual differences among learners, ambiguity tolerance significantly influences the process of second language acquisition and the effectiveness of classroom teaching. Based on relevant research findings at home and abroad, this paper systematically sorts out the core connotations and characteristics of this concept. Further, it delves into the internal mechanisms through which ambiguity tolerance affects language learning from the perspectives of specific language skills such as reading, writing, and listening. Combined with teaching practice, this paper proposes targeted teaching strategies. The study finds that learners with high ambiguity tolerance tend to actively adopt positive learning strategies and exhibit stronger adaptability in practical language application. In contrast, learners with low ambiguity tolerance are prone to interference from learning anxiety and uncertain factors. This research aims to provide educators with a systematic theoretical support and practical reference framework for identifying students’ individual differences and optimizing teaching strategies.

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