This study attempts to find the effects of learning strategies in increasing the tolerance of ambiguity and hence the language proficiency. To this aim 135 Shahed University students were randomly selected according to their English Entrance exam grades and CELT proficiency test scores to make sure that the subjects are culturally and linguistically homogeneous. These subjects filled out the questionnaire of Mac Lain's Second language tolerance of ambiguity scale and they were divided in to two groups with high and low tolerance of ambiguity. Then 80 subjects were randomly selected and divided into high and low tolerant, control, and experimental groups. They took the TOFEL pretest. Then they were taught the special learning strategies for increasing their tolerance of ambiguity during one semester. Again they participated in a TOFEL post test. The data were analyzed by "Analysis of Variance" and Toki test. The results indicate that there is a significant difference between low tolerant experimental group and other groups which make the influence of teaching of the strategies clear.
Shemshady, A., & Shaeiri, M. (2005). The Effects of Learning Strategies in Increasing the Tolerance of Ambiguity and Hence the Language Proficiency. Clinical Psychology and Personality, 3(1), 79-84.
MLA
A. Shemshady; M.R. Shaeiri. "The Effects of Learning Strategies in Increasing the Tolerance of Ambiguity and Hence the Language Proficiency". Clinical Psychology and Personality, 3, 1, 2005, 79-84.
HARVARD
Shemshady, A., Shaeiri, M. (2005). 'The Effects of Learning Strategies in Increasing the Tolerance of Ambiguity and Hence the Language Proficiency', Clinical Psychology and Personality, 3(1), pp. 79-84.
VANCOUVER
Shemshady, A., Shaeiri, M. The Effects of Learning Strategies in Increasing the Tolerance of Ambiguity and Hence the Language Proficiency. Clinical Psychology and Personality, 2005; 3(1): 79-84.
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