The document discusses ambiguity tolerance and intolerance. It defines ambiguity as lacking sufficient information or having complex, contradictory situations. Ambiguity tolerance is accepting uncertainties in a neutral way, while intolerance views ambiguity as threatening. Ambiguous situations in language learning include lacking information, multiple meanings, and vagueness. Students who tolerate ambiguity are open to change and perform well in new situations, while those who intolerate ambiguity avoid or give up when facing ambiguity. Ambiguity is inevitable in language learning, so a moderate tolerance is suggested to be beneficial.

1. AMBIGUITY
TOLERANCE AND
INTOLERANCE

2. What is ambiguity?

3. AMBIGUITY
 Mc Lain(1993) not having sufficient information
about a context.
 Budner (1962)new situations, complex situations,
and contradictory situations. These are,
respectively, where there are not sufficient or
nonexistent cues, where there are too many
cues, and where cues are not easy to distinguish.

4. TOLERANCE

5. DEFINITION OF TOLERANCE
 Webster’s Encyclopedic Unabridged Dictionary
of English a “a fair and objective attitude toward
those whose opinions, practices, race, religion,
nationality, etc. differ from one‟s own; freedom
from bigotry.” of ambiguous situations whereas
intolerance may entail considering uncertainties
and unclear meanings as potential sources of
discomfort and treat .

6. AMBIGUITY TOLERANCE
 ambiguous situations
are also common in
language learning.
 both linguistic input and
cultural knowledge is
very likely to constitute
one of the ambiguous
situations
 students encounter new
lexical and grammatical
structures, they often
face shortage or even a
lack of information,
multiple meanings,
vagueness,

7. WHAT IS AMBIGUITY
TOLERANCE?
 acceptance of uncertainties.
 Ambiguity tolerance is the ability to
perceive ambiguity in information and behavior in
a neutral and open way.
 The capacity or the practice of recognizing and
respecting the beliefs or practices of others.
 an ability to deal with ambiguous new stimuli
without frustration .

8. Students who are
tolerant of ambiguity…
 Are willing to take risks
and open to change.
 show endurance on
tasks and higher levels
of achievement.
 should perform well in
new complex situations.
 Feels free to entertain a
number of innovative
and creative
possibilities and not be
cognitively or affectively
disturbed by
uncertainty.

9. Ambiguity intolerance
 Budner's (1962)
defines this concept
as "the tendency to
perceive...ambiguous
situations as sources
of threat“
 Tendency to reject
items that are
contradictory or
slightly incongruent
with their existing
system.

10. Students who are intolerant of
ambiguity…
 avoid or give up when
encountering
ambiguous situations.
 See ambiguous
situations as sources
of conflict and anxiety.
 May feel affected in
engaging the study of
inferential reasoning.

11. AMBIGUOU
S
SITUATION
S

12. AMBIGUOS SITUATIONS
Budner (1962) further classifies ambiguous
situations in three cases:
 1) Those that are completely new and as a result
of this they do not present any known clues.
 2) Those that are complex and have a great
number of cues that must be taken into account.
 3) Those situations that exhibit contradictory
elements, where different cues suggest different
structures.

13. SHOULD LEARNERS BE
TOLERANT OF AMBITGUITY?
Ambiguity is an
inevitable reality of
learning a new
language and people
do tend to have
different levels of
ambiguity. It is
generally suggested
that a moderate level
of tolerance of
ambiguity should be
beneficial for effective
language learning.