Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: İstanbul Üniversitesi-Cerrahpaşa, Hasan Ali Yücel Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2019
Tezin Dili: İngilizce
Öğrenci: ELİF EBRU SUNA ÇELİKBAŞ
Danışman: Tuncer Can
Özet:
This study aimed to explore the relationship between language learning strategies and tolerance of ambiguity. To this end, 105 students at three different language proficiency levels were measured via Strategy Inventory for Language Learners developed by Oxford (1990) and Second Language Tolerance of Ambiguity Scale developed by Ely (1989). After confirming that the reliability levels of the scales were acceptable and the data was tested for normal distribution, both the differences in mean scores among proficiency levels and the relationship between language learning strategies and tolerance of ambiguity was examined. As a result, students increased the use of language learning strategies at each level. However, students showed significant increases only in memory, cognitive and social strategies between each level. Moreover, tolerance of ambiguity level increased significantly from pre- intermediate to upper-intermediate. The pre-intermediate group's use of language learning strategies stayed at "sometimes" level whereas the upper intermediate group showed significant use of all strategy subscales. In addition, all strategy subscales had significant correlations with tolerance of ambiguity except for compensation strategies. Social strategies showed a weak correlation with tolerance of ambiguity. These results provided various implications both for researchers and teachers. Overall, this study sought to yield an up-to-date and in-depth analysis of the topic in this field.