firstname.lastname@example.org, Bursa Teknik Üniversitesi
email@example.com, İstanbul Medeniyet Üniversitesi
Given the complexities of learning a new language, tolerance of ambiguity is a pivotal point to consider in language learning aimed at real communicative use.The purpose of this study is to determine the preparatory class students’ ambiguity tolerance level in second language learning and their foreign language class anxiety as well as to find out whether there is a significant relation between the two variables and whether these variables differ significantly in terms of such factors as gender and language level. This is a descriptive study utilizing the relational survey method. The data will be collected from the preparatory class students of Bursa Technical University and İstanbul Medeniyet University via “the Foreign Language Classroom Anxiety Scale” developed by Horwitz, Horwitz and Cope (1986) and “the Second Language Ambiguity Tolerance Scale” developed by Ely (1995). The sample of the study will be determined with the stratified cluster sampling technique and the scales will be given to at least the 25 % of the population considering the ratios in terms the students’ gender, language level and medium of instruction in their future undergraduate programs. The data will be analyzed with SPSS packet program and statistical tests like t-test, One-way Anova, Pearson correlation in addition to frequency and percentage calculations will be used in the analysis. The findings are expected to reveal the preparatory class students’ ambiguity tolerance and anxiety levels in terms of foreign language learning along with the potential relations between their tolerance and anxiety levels.
Ambiguity tolerance, foreign language class anxiety, preparatory class students.