| The study is conducted to investigate (1)what factors affect learners' ambiguity tolerance (AT), and (2) what impacts of AT on foreign language learning.
Subjects are 23 advanced students at the Chinese Military Academy, who are learning English as a foreign language with an attempt to pass TOEFL to study abroad. The research instruments are a series of surveys dealing with motivation/attitude, beliefs, strategy use, anxiety, perceptual learning styles, personality, tolerance of ambiguity, and field dependence/independence.
Findings show what AT is related to gender and strategy use. Males are more tolerant of ambiguity than females, and the more strategies the students use, the more tolerant of ambiguity they are. In particular, students with more AT use more compensation strategies and are less anxious in foreign language learning.