The Relationship between Tolerance of Ambiguity and Vocabulary Retention among Iranian EFL Learners

Language learning involves various uncertainties, making ambiguous situations common throughout the process. This study investigated the relationship between ambiguity tolerance and vocabulary retention among Iranian learners of English as a foreign language. After administering a Preliminary English Test to sixty students, forty female adolescent learners aged ۱۴ to ۱۸ were selected from language institutes in Mahabad. The research utilized the Vocabulary Knowledge Scale and the Second Language Tolerance of Ambiguity Scale. Data analysis revealed a significant positive correlation between learners' tolerance of ambiguity and their ability to retain vocabulary. The findings suggest that acknowledging the uncertain nature of language acquisition can help students enhance their ambiguity endurance. Consequently, educators should create an appropriate context for learners to recognize and develop their tolerance levels, directing them toward improved academic achievement in vocabulary learning.

کلیدواژه ها:

Ambiguity tolerance ، vocabulary retention ، EFL learners