The Relationship between Iranian EFL Learners’ Ambiguity Tolerance and the Accuracy of Their Task-based Oral Speech
محورهای موضوعی : language teaching
فرید خوش لحن حسینی
1
(
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
)
زهره سیفوری
2
(
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
)
کلید واژه: Accuracy, ambiguity tolerance, individual differences, task-based speech,
چکیده مقاله :
Various individual differences, including ambiguity tolerance (AT), have gained momentum because of the influence they can exert on the process and product of learning, and thereby, on various aspects of the learner’s interlanguage system such as accuracy of oral speech. The present study was undertaken to examine the extent to which Iranian EFL learners’ AT was significantly correlated with the accuracy of their task-based speech. To serve the purpose, a random sample of 60 Iranian EFL learners studying English at New Pegah Institute in Tabriz were selected from a population of 150. The Second Language Tolerance of Ambiguity Scale (Ely, 1995) was employed to quantify the participants’ AT while the accuracy of their speech, based on a picture description task, was measured based on the ratio of the grammatical errors to the total number of t-units produced. Correlational analyses of the research data revealed that the participants were highly inaccurate in their oral performance and that there was a significant moderate relationship between the two research variables. The findings underscore the need to determine and promote Iranian EFL learners’ AT and offer a number of pedagogical implications.
اخیرا تفاوتهای فردی گوناگون از جمله تحمل ابهام به دلیل تاثیری که بر فرآیند و دستاوردهای آموزش و از آن طریق بر جنبه های متفاوت سیستم زبان میانه از جمله صحت دستوری آن دارند مورد توجه قرار گرفته اند. هدف تحقیق حاضر بررسی میزان رابطه معنادار بین تحمل ابهام زبان آموزان ایرانی و صحت دستوری گفتار کار-مدار آنان بوده است. برای دستیابی به این هدف، نمونه تصادفی شامل 60 زبان آموز ایران مشغول به تحصیل در آموزشگاه زبان انگلیسی پکاه از جامعه آماری 150 نفری انتخاب شد. میزان تحمل ابهام آزمودنی ها با استفاده از پرسشنامه تحمل ابهام در زبان دوم (الی، 1994) و صحت دستوری گفتار آنان با استفاده از یک کار توصیف تصویری مورد سنجش قرار گرفت. تحلیل همبستگی داده های تحقیق نشان داد که زبان آموزان گفتاری ناصحیح تولید نمودند که به میزان متوسط و معنادار با میزان تحمل ابهام آنان همبستگی داشت. نتایج ضرورت شناسایی تحمل ابهام زبان آموزان را مورد تاکید قرار می دهد و کاربردهای آموزشی این سنجش را به بحث می گذارد.
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