Are Language Educational Policies, Tolerance of Ambiguity and Language Attitudes toward sociolinguistics related

The present study is an attempt to investigate the place and significance of sociolinguistics in foreign language education along three dimensions: attitudes towards learning a foreign or a second language, educational policies, and tolerance of ambiguity. It was hypothesized that there are some significant relationships between educational policies, FL learners’ attitudes, tolerance of ambiguity and sociolinguistics. Therefore, particular focus was paid here to the relationship between language policies, language attitudes and tolerance of ambiguity at the societal level. In order to achieve the objectives of the study, a sample of 21 postgraduate students (17 females, 4 males) majoring in English language teaching was selected. It was carried out at Azad Universities of Najafabad and Khorasgan. Three questionnaires of language and social background, tolerance of ambiguity and attitudes were employed as the instruments for the data collection procedure. The results of one-way ANOVA revealed a significant relationship between language attitudes and tolerance of ambiguity. Additionally, language-related problems in each context are attributable to educational policies implemented by the governments.

کلیدواژه ها:

language attitudes ، language educational policies ، sociolinguistics ، tolerance of ambiguity